NATIONAL CENTRE FOR VOC ATIONAL EDUC ATION RESEARCH
Initial training for VET teachers:
a portrait within a larger canvas
Hugh Guthrie
Alicen McNaughton
Tracy Gamlin
NATIONAL CENTRE
FOR VOCATIONAL
EDUCATION RESEARCH
NCVER
Initial training for VET teachers:
a portrait within a larger canvas
Hugh Guthrie
NCVER
Alicen McNaughton
ALICEN MCNAUGHTON CONSULTING
Tracy Gamlin
NCVER
The views and opinions expressed in this document are those of the
author/project team and do not necessarily reflect the views of the
Australian Government, state and territory governments or NCVER.
Any interpretation of data is the responsibility of the author/project team.
Publisher’s note
To find other material of interest, search VOCED (the UNESCO/NCVER international database
<http://www.voced.edu.au>) using the following keywords: higher education; initial training;
professional development; providers of education and training; qualifications; registered training
organisations; teacher training; teachers; vocational education and training; workforce development.
© National Centre for Vocational Education Research, 2011
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copyright is owned by a third party, all material presented in this document is provided under a
Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au>.
This document should be attributed as Guthrie, H, McNaughton, A & Gamlin, T 2011, Initial
training for VET teachers: a portrait within a larger canvas.
The National Centre for Vocational Education Research (NCVER) is an independent body
responsible for collecting, managing and analysing, evaluating and communicating research and
statistics about vocational education and training (VET).
NCVER's inhouse research and evaluation program undertakes projects which are strategic to the
VET sector. These projects are developed and conducted by the NCVER's research staff and are
funded by NCVER. This research aims to improve policy and practice in the VET sector.
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About the research
NCVER
Initial training for VET teachers: a portrait within a larger canvas
Hugh Guthrie, Alicen McNaughton and Tracy Gamlin
This study focuses on a critical aspect of the vocational education and training (VET)
workforce: initial VET teacher training. It has identified the generic teacher education courses
offered both by the VET and higher education sectors, ranging from the Certificate IV in
Training and Assessment (now the Certificate IV in Training and Education) to graduate
diplomas. The certificate IV is not only the most significant in student number terms, but it is
also the one true initial qualification. All the others are post-initial and targeted at teachers with
some experience.
Key messages include:
Student numbers are very high for the certificate IV. Numbers are modest for the VET
diploma programs, and the total numbers in higher education courses are declining.
The certificate IV is delivered well by some providers. However, more stringent regulation
of this qualification is required, given its current pivotal role in providing initial teaching
skills.
Initial teachers also need access to a sound induction process and support from more
experienced mentors to underpin, increase and help cement their foundational teaching
skills.
There needs to be an increased emphasis on high-quality continuing professional
development. This should come in a variety of forms: formal courses at diploma level and
above; effective non-formal learning; and a supportive and challenging learning culture and
practices within the providers themselves.
Universities are losing their importance in VET teacher development, and this is having
undesirable consequences on the depth of VET teacher professionalism. However, to
strengthen their role, they need to offer flexible programs, given the competing priorities on
time-poor VET teachers. Specifically, they need to develop strong connections with the VET
sector and build partnerships with those providing teacher preparation programs in the VET
sector itself.
Tom Karmel
Managing Director, NCVER
Contents
Tables and figures
Executive summary
Initial teacher training: the context
The approach
Student numbers and characteristics
The courses
Limitations to the study
Issues in initial teacher training
The numbers in training and their characteristics
The VET qualifications
The learner profile for the VET qualifications
Outcomes of the initial VET teacher training programs
The higher education courses
Summary and key points
The qualifications
The VET qualifications
The higher education qualifications
The qualifications and their AQF levels
Summary and key points
Conclusions
The foundational qualification: the certificate IV
The VET diploma and higher education qualifications
References
Appendix 1
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36
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5
Tables and figures
Tables
1
‘Key’ VET courses available in 2006, 2007 and 2008
14
2
Number of registered training organisations with 2008
enrolments compared with number registered to deliver in 2010 20
3
Course enrolments in key initial teacher training courses by
national funding source, 2008
20
4
Commencing enrolments compared with completions by course 22
5
AQF descriptors relevant to the range of initial VET teacher
training qualifications
37
A1 2008 Certificate IV in Training and Assessment: number of
RTOs and course enrolments by type and state
44
A2 Key initial teacher training course enrolments and completions,
2006, 2007 & 2008
45
A3 Diploma of Training and Assessment: number of RTOs and
course enrolments by type and state, 2008
45
A4 Commencing client profile all key initial teacher training
courses, 2006–08
46
A5 Commencing client profile in selected courses, 2008
48
A6 Certificate IV graduates Student Outcomes Survey data
51
A7 Diploma graduates Student Outcomes Survey data
53
A8 ‘Key’ higher education students and completions by state and
provider, 2006, 2007 & 2008
55
A9 ‘Key’ higher education courses learner profile, 2008
59
Figures
1
2
3
6
Certificate IV in Training and Assessment (TAA40104)
commencing course enrolments, 2006, 2007 & 2008
21
Certificate IV in Training and Assessment (TAA40104)
course completions by state, 2006, 2007 & 2008
21
Diploma of Training and Assessment (TAA50104)
commencing course enrolments by state, 2008
23
Initial training for VET teachers: a portrait within a larger canvas
Executive summary
This report examines initial vocational education and training (VET) teacher training. It focuses
specifically on teachers in institutional settings, particularly public and private VET registered training
organisations (RTOs). The present project set out to investigate generic VET teaching qualifications,
ranging from a certificate IV to an advanced diploma delivered by VET and associate and bachelor
degrees, to graduate diplomas delivered by higher education. It is part of a significant body of current
work concerned with VET workforce and teaching issues and also draws on that work.
Specifically, our study aimed to:
identify the key teaching qualifications currently available for initial VET teachers being
delivered across Australia and document their key attributes
use available data from 2006 to 2008 on initial teacher training courses to identify trends in
enrolment numbers, numbers continuing and completing, the characteristics of learners
accessing these courses and the level of qualifications already held before commencing their
teaching award. Information on the outcomes for the VET-level courses was also examined. by
means of the Student Outcomes Survey (SOS).
Information about the individual courses offered in both VET and higher education was based on
offerings in 2010.
A range of issues needed to be considered in scoping the project. The first is defining an initial
VET teacher. This is not as easy as first appears, as this group comes with a wide range of prior
experience not only in their own vocation, but possibly also in teaching and training. They may be
employed under varying arrangements, from permanent to casual, and thus have different levels of
attachment to the VET sector and to teaching. This may affect the levels of investment they are
prepared to make in acquiring their initial teaching qualification.
The second issue is what constitutes an initial teaching qualification. This, too, is not a precise
concept, because most of the qualifications considered here might be regarded as generic rather
than initial. The one true initial qualification is the Certificate IV in Training and Assessment
(Certificate IV TAA)—now the Certificate IV in Training and Education (Certificate IV TAE).
Most if not all of the other generic teaching qualifications in our project scope are, in fact, postinitial qualifications.
The VET sector has six active teacher qualifications. Of these, three—the Certificate IV in Training
and Assessment; the Diploma of Training and Assessment (Diploma TAA); and the Diploma of
VET Practice, a Victorian award—are the most significant.
In excess of 800 providers have the Certificate IV in Training and Assessment on scope, while
about 140 are registered to deliver the Diploma of Training and Assessment. The total number
undertaking the Certificate IV in Training and Assessment is unknown because the NCVER data
cover only a proportion of those providers with this qualification on scope. Nevertheless, some
30 950 commencements and continuing enrolments (and nearly 11 500 completions) were reported
to NCVER in 2008 (see table A2, appendix 1). The age profile for the Certificate IV in Training
and Assessment students is relatively old, with around 42 years of age being the average for
commencing students. Most have completed some post-secondary education and about three-
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quarters of those already have a qualification at certificate IV or higher. Many of these—over
40%—had a degree or higher degree. This course has the largest student numbers and in that sense
is the most significant offering in VET teacher training.
Relatively few are undertaking the Diploma of Training and Assessment. Those who do are slightly
older on average and more highly qualified on commencement than the certificate IV students. The
Diploma of VET Practice is a Victorian qualification. It has a different demographic from both the
certificate IV and the diploma. This diploma has the greatest proportion of students who have a
post-school qualification, but it also has the smallest proportion with a qualification at bachelor
level or above. It is also has a higher concentration of males than the other two courses. The total
number of commencements and continuing enrolments in 2008 for the Diploma of Training and
Assessment and the Diploma of VET Practice are around 960 and 580 respectively (see table A2,
appendix 1).
The poor quality of delivery of the Certificate IV in Training and Assessment is a particular issue.
Improving its quality may require a more stringent examination of the providers that offer it;
furthermore, the minimum levels of qualification and experience of the staff teaching the program
should also be increased. A point for consideration is that no-one should be able to undertake the
program without having the associated practical experience to ground what they are learning in the
realities of their work role.
Another issue which has received less attention is the extent and quality of initial teacher induction
and support, particularly access to high-quality mentors. VET providers need to support their staff
appropriately to help them transition to this new role or teaching context. While this might best be
done with an intensive offering of a foundational qualification, this may not suit all staff, casual
staff in particular. Creative and complementary approaches to the delivery of initial teacher training
and supporting beginning staff are required. Finally, it might even be argued that, while the quality
of initial training and support is important, access to—and the quality of—ongoing and
professional development is ultimately of greatest significance.
The higher education sector had 20 institutions active in 2008, although a number were clearly
winding down their offerings. Higher education providers are concentrated in New South Wales
and Queensland. By 2010, only 14 institutions were still active. The university-based courses are
offered at both graduate and postgraduate levels, with most (13 of the 20) institutions offering both
in 2008.
Overall student numbers appear to be declining in higher education, sitting at around 2000 students
in 2008 and down from about 2400 in 2006. Over 65% of all students were enrolled in bachelorlevel programs in 2008 and just under half were studying externally. In 2008, three-quarters of the
students were enrolled at just seven of 20 providers. Many have relatively small student numbers
and several have indicated that they are continuing to offer awards that may be barely viable.
The content areas of all courses are broadly similar. Most courses—whether VET or higher
education—operate on a core and options approach, although a number also have major study
areas to deal with the specific needs of particular groups, and some have lower-level awards nested
within them. The redevelopment of the Diploma of Training and Assessment program offers the
opportunity to address the more specialised training needs of staff through options and skills sets.
A number of the higher-level courses have a component aimed at providing an opportunity to
undertake or certify continuing professional development activities. Such programs can be built
around the key work roles and specialities of teachers, while advanced studies in key generic
teaching and learning disciplines such as assessment can also be provided. Others have components
or learning approaches that enable students to use their own work role to focus their learning
experiences, or alternatively, conduct research into topic areas of interest.
8
Initial training for VET teachers: a portrait within a larger canvas
The durations of the bachelor degrees are variable, but are around two to three years, after normal
credit and admissions criteria have been met. Postgraduate awards are typically one-year equivalent
full-time. Admissions criteria and credit arrangements are variable, and the higher education
institutions in particular have varying degrees of stringency. Some are quite open, even at
postgraduate level. A few of the others will only give substantial credit if students have completed
other teaching awards; for example, the Diploma of Training and Assessment.
Teacher education courses offered both by VET and higher education will continue to survive if
they offer programs that address the real development needs of VET teachers as they work to build
their skills. Teachers have many choices in undertaking ongoing professional development, so that
formal courses have to offer real benefits over other options.
Teacher education courses will also survive where there is a compelling reason to undertake them,
such as regulatory pressure, a salary bar, or a requirement to be considered for promotion or a
particularly desirable position. However, the qualifications need to provide skills, offer pathways
and open doors that are valued by teachers and their employers alike.
Both VET and higher education providers need to actively engage with their client groups and
other providers through appropriate partnerships and networks. It is also important that, as
students, VET teachers are able to get other professional development appropriately recognised
within such awards. Likewise, it is important that the learning approaches used are authentic and
enable both initial and more experienced VET teachers to grow and develop through a critical
reflection of their everyday practice, or by taking on specific action learning and other projects
during their course.
It may also be time to acknowledge a wider range of teacher qualifications than the Certificate IV in
Training and Assessment that might be regarded as ‘initial’, especially if the alternatives are tied
more appropriately to teacher work roles and the particular demographics of the students they
teach, such as those working in language, literacy and numeracy roles, English as a second language
or teaching in degree courses offered in VET.
Finally, it is difficult to obtain a clear picture of the demographics of the VET workforce and what
motivates people to enter, stay and move around within it. This research is needed to help us to
understand the design and delivery issues confronting both initial and subsequent teacher training
and development. Initial teacher training represents the portrait this report paints. However, this
portrait needs to be seen within the larger canvas of ongoing professional development and the
range of issues that teachers and the broader VET workforce face in their work. This explains our
reference to a larger canvas.
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9
Initial teacher training: the context
Initial teacher training has been a topic of interest, on and off, for many years now, starting with the
Fleming report in 1978. The history of this topic had previously been documented by one of the
authors (Guthrie 2010a).
VET teaching and teacher training is now receiving almost unprecedented attention. Skills Australia
has raised concerns about the ageing tertiary workforce, and how to attract, develop and retain the
academics, teachers and trainers for the future (Skills Australia 2010). The Productivity Commission
examined:
current and future demand for the VET workforce, and the mix of knowledge and skill required
to meet current and future workforce supply
the structure and mix of the workforce and its efficiency and effectiveness
workforce planning and development in the short, medium and longer term, as well as any
effects that sectoral boundaries might have in limiting workforce planning, development and
practices.
The Productivity Commission released an issues paper and a draft report (2010a, 2010b), with its
final report released in May 2011. In this report the commission argued that the Certificate IV in
Training and Assessment is an appropriate minimum qualification for VET practitioners when well
taught, but that the VET workforce is confronting increasing challenges, which may exacerbate
existing capability gaps in its teaching staff in particular (Productivity Commission 2011). The
report also suggests:
The certificate IV should retain its status as a high-risk qualification.
There is scope to improve the content of the new Training and Education Training Package by
introducing a requirement to prepare and deliver at least four supervised training sessions.
Improved information should be available to assist students to select a good provider of the
certificate IV.
The report argued that better coordination, targeting and support of professional development is
required (Productivity Commission 2011).
Other work by the National Quality Council has examined VET capability and, in particular, the
capability of its practitioners (Mitchell & Ward 2010; Mitchell, J & Associates 2010). This work also
scopes the feasibility of options for a systematic approach to the capability development of trainers
and assessors in the VET sector.
Berwyn Clayton’s work on the Certificate IV in Training and Assessment (Certificate IV TAA)
aimed to gain a deeper understanding of the experiences and perceptions of teachers, trainers and
managers of registered training organisations about how this qualification adds value to their skills
in training and assessment. A paper discussing the issues and the final project report have been
published (Clayton 2009; Clayton et al. 2010).
Finally, and importantly, Leesa Wheelahan and her colleagues at the LH Martin Institute have
conducted research on the quality of VET teaching; VET teacher qualifications and continuing
10
Initial training for VET teachers: a portrait within a larger canvas
professional development; the impact that teaching has on the quality of the VET student
experience and student outcomes; and how this can be evaluated. They have published a
comprehensive literature review (Wheelahan 2010), an overview (Wheelahan & Curtin 2010), an
options paper (Wheelahan & Moodie 2010) and a final report containing a series of
recommendations and staged approaches to introducing the changes proposed (Wheelahan &
Moodie 2011).
Our study aims to contribute to this discussion by identifying the key teaching qualifications
currently available across Australia for initial VET teachers; it also aims to document the key
attributes of these various programs. The study draws on web-based resources and has interrogated
relevant higher education and VET databases to determine uptake of these various qualifications,
learner characteristics, trends in participation and completion, as well as evidence of prior study,
particularly in relation to other teaching qualifications already held.
The first issue we need to resolve is scope, specifically:
Who are VET’s teachers?
What is initial teacher training?
While we acknowledge that the VET workforce, broadly conceived, involves a large number of
people and work roles, for our purposes VET teachers are a more contained group who work
predominantly in technical and further education (TAFE) institutions or private registered training
organisations. In this way we are able to keep some reasonable boundaries to the study. Their key
job role is teaching. Initial teachers are those first taking up a teaching position. Before they begin
teaching they will normally have had significant experience working in industry and may have also
had a training role.
The second issue is what constitutes an initial teaching qualification and, more broadly, what
constitutes—or should constitute—their initial preparation to teach. This takes the issue beyond
the initial qualification and its level and places it in a broader context of the support they receive in
beginning this role.
Our basic premise for this project is that an initial qualification is one focused on providing the
skills needed to begin to teach in VET institutions, particularly registered training organisations.
From a regulatory perspective the foundational qualification required for VET teaching staff is the
Certificate IV in Training and Assessment, and now its recently introduced successor, the
Certificate IV in Training and Education (the TAE10). These are the qualifications people have to
have: they set the baseline. However, a key question is where this baseline should be set or, should
different baselines apply in different circumstances, as one size rarely fits all?
Anecdotal comments indicate that the certificate IV qualification is used for a wider range of
purposes beyond its role as a foundational qualification for institutional teaching and workplace
trainers. However, it is hard to understand the range of reasons and circumstances under which
people take it up. It is also unclear how, when and where—or even if—many of those who
undertake it will ultimately make use of it. Clearly, it is of most value to those who already have a
teaching and training role, which they can use to ground what they learn in the course. But in many
cases this opportunity for contextual learning appears to be lacking. At worst the qualification may
be used in ways and for demographic groups it was not designed to serve. Yet it is the qualification
which, in regulatory terms, provides a basic underpinning to the quality of teaching and learning in
VET providers.
We included generic VET teaching qualifications at the diploma level and above in the scope of
this study as initial qualifications, although we now believe these are more appropriately styled as
post-initial rather than initial, as many teachers undertake them later in their career for a variety of
reasons, including to be eligible to cross salary bars. These include qualifications at advanced
diploma, associate degree, bachelor degree and graduate certificate or diploma levels.
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While qualifications with a specialist orientation are important and valuable for a number of
teaching roles, such as those concerned with literacy and numeracy teaching or with teaching
English as a second language, we have avoided them and stuck with those that are more generic.
This does not mean that these qualifications are not important. Indeed, they might serve as a
suitable initial qualification for some, depending on the job role and client groups with which a new
VET teacher will be working. We have also avoided those at master’s level, or others concerned
with tertiary teaching, although these will be increasingly relevant to VET providers offering
university-level programs. In sum, we have concentrated on those most often cited in the
Australian Quality Training Framework (AQTF) and in industrial awards, particularly those relating
to TAFE teaching staff.
We first describe the approach we adopted in conducting the study. This is followed by a brief
examination of a number of issues in initial teacher training. The focus here is defining who initial
VET teachers are and outlining some of the critical issues they face when beginning their teaching
role. Apart from describing the initial teacher training, our aim is also to place it within the broader
context of ongoing professional development, lifelong learning and the maintenance of both
vocational currency and skills in teaching and learning. Both these latter attributes are a focus of
one key element of the Australian Quality Training Framework and should guide the way both
providers and their staff approach professional development.
Next, we consider the numbers of learners undertaking these programs and their characteristics.
We then describe the range of initial VET teacher qualifications available and their characteristics,
attempting to contrast the qualifications offered at different Australian Qualifications Framework
(AQF) levels and providers. Finally, we will draw this body of work together, considering both the
conclusions that can be drawn and the implications for future practice and research.
12
Initial training for VET teachers: a portrait within a larger canvas
The approach
In addition to examining a range of relevant literature, we gathered information about student
numbers and their characteristics for both VET and higher education courses within our scope. We
then examined the characteristics of the available courses.
Student numbers and characteristics
In order to provide information about enrolments and completions in initial teacher training
courses, we:
identified the key teaching qualifications currently available for initial VET teachers being
delivered across Australia and documented their key attributes
used available data on initial teacher training courses to identify trends in enrolment numbers,
numbers continuing and completing, the characteristics of learners accessing these courses and
the level of qualifications already held before commencing their teaching award. We also examined
information on outcomes for the VET-level courses using the Student Outcomes Survey.
Data requests were logged for 2006, 2007 and 2008 course enrolment, completion and client data.
NCVER provided the VET data. The Department of Education, Employment and Workplace
Relations (DEEWR) provided the relevant higher education data.
VET data
The VET data were restricted to the seven ‘key’ initial teacher training courses (table 1). In addition,
there were eight other relevant but minor courses. These had very low enrolment numbers or were
being phased out. They included:
the Certificate IV and Diploma Assessor and Workplace Trainer (the predecessor to the
Certificate IV in Training and Assessment)
a Bachelor of Vocational Education and Training offered at Holmesglen Institute of TAFE in
Victoria.
The first three awards in table 1 are the most significant in terms of student numbers. While the
first two of these are national, the third, the Diploma of VET Practice, is a Victorian award.
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Table 1
‘Key’ VET courses available in 2006, 2007 and 2008
Course ID
Course name
2006, 2007 & 2008 accreditation and
enrolment summary
TAA40104
Certificate IV in Training and
Assessment
Replaces BSZ40198
National award released 23/11/2004
Annual enrolments increased significantly in 2007,
then slightly in 2008
TAA50104
Diploma of Training and Assessment
Replaces BSZ50198
National award released 23/11/2004
Annual enrolments more than doubled in 2007, then
increased by over 30% in 2008
21697VIC
Diploma of Vocational Education
and Training Practice
Nationally accredited state award, currently
accredited from 1/1/2006 to 31/12/2010
Annual enrolments more than doubled in 2007, then
increased by over 30% in 2008
80842ACT
Advanced Diploma of Adult
Vocational Education
21205VIC
Graduate Certificate in Vocational
Education and Training
21852VIC
Graduate Certificate in Vocational
Education and Training
Nationally accredited state award in the ACT,
currently accredited from 30/6/2007 to 30/6/2012
Minor enrolments in 2007 and 2008. No completions
Nationally accredited state award, accreditation
expired 31/12/2007, being superseded by 21852VIC
(slightly modified course units/focus)
Some enrolments and completions each year
Nationally accredited state award, currently
accredited from 1/1/2008 to 31/12/2012 (to replace
21205VIC.)
Enrolments in 2008
91139NSW
Graduate Diploma of Adult and
Vocational Education
Nationally accredited state award in NSW, currently
accredited from 12/5/2004 to 30/6/2010
Some enrolments and completions each year
Higher education data
In 2008, there were 22 individual higher education providers reporting enrolments or completions
in our targeted initial teacher training courses: six in New South Wales, five in Queensland, four in
Western Australia, three in Victoria, two in the Northern Territory, one in South Australia and one
in Tasmania. There were no higher education offerings in the Australian Capital Territory (see
table 8, appendix 1).
By 2010, according to current course information available on university websites, the overall
number of higher education providers had dropped to 14. There were:
six providers in New South Wales: University of Technology, Sydney; Charles Sturt University;
Southern Cross University; University of New England; University of Western Sydney; and the
University of Wollongong
four in Queensland: Griffith University; Central Queensland University; University of Southern
Queensland; and University of the Sunshine Coast (one lost since 2008)
one in Western Australia: Murdoch University (three lost since 2008)
two in Victoria: Monash University and Latrobe University (one lost since 2008)
none in the Northern Territory (two lost since 2008)
one in South Australia: University of South Australia
14
Initial training for VET teachers: a portrait within a larger canvas
none in Tasmania (one lost since 2008 1).
Thus the higher education providers are concentrated in New South and Queensland. Clearly, there
has been a rationalisation in the market, with seven institutions withdrawing from initial teacher
training provision. The student data and information on the relevant university websites suggest
that a number were ‘teaching out’ their awards in 2008.
The courses
We undertook a two-stage method for the identification of courses/qualifications relevant to this
study (see the discussion of scope on page 11). This involved:
interrogation of registered training organisation and university websites to identify ‘in scope’
courses currently on offer
in the case of the student numbers and characteristics, the review of 2006, 2007 and 2008 course
files generated from national VET and higher education databases.
To identify all possible courses within the scope of this study, courses were initially selected based
on having a field of education (FOE) of 070109 Teacher Ed: Voc. Ed. & Training. However, textbased course name searches were also necessary to identify many courses not coded in this way but
still in scope. This information contributed to the final list of relevant courses for both VET and
higher education. One or possibly two qualifications were doubtful inclusions in the initial scope,
but their target markets only became clearer as the courses and their content were examined in
greater detail. The two courses are the Bachelor of Learning Management at Central Queensland
University (which appears to be more schools-oriented) and the Bachelor of Training and
Development at the University of New England (more oriented to workplace training and human
resource management).
We prepared a proforma in order to collect information from provider websites in a disciplined
way. This included information about:
the institution offering the program and the range of programs currently on offer
course duration and content, including core and elective subjects
admissions criteria and credit arrangements
relationship to other awards
staffing and partnership arrangements, where available.
We then attempted to verify and add value to these summaries by sending them to relevant staff
within the providers concerned. In a small number of cases the providers responded by correcting
and adding value to the summaries. In most cases, however, no response was received and the
analysis in a following chapter relies almost entirely on publicly available information.
It is important to note that there is a disjuncture between the course information available on
websites, which was current in 2010 when the study was conducted, and the (at the time) most
recent student data, for which we drew on the latest available information at the time: 2008.
1
Although we understand that University of Tasmania is now reintroducing a program.
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15
Limitations to the study
There are several limitations to this study. The first of these is already apparent, and that is its
scope. We have limited the study to VET teaching qualifications that are generic and most relevant
to teachers working in public and private VET institutions. Having said that, we have not
considered a range of teaching qualifications in specialist areas, such as language, literacy and
numeracy (LLN) and English as a second language (ESL).
A second limitation is the available data. We cannot access comprehensive information on all VET
providers offering both the Certificate IV in Training and Assessment and the Diploma of Training
and Assessment. We therefore will be under-reporting activity, but we cannot determine to what
extent. We also do not have access to good data on the teaching and other qualifications that
teachers already hold.
A third limitation is that, while we did contact staff from a range of initial teacher training
programs, we concentrated on publicly available information. The study might have been improved
if the time and resources had been available. However, accessing the data on student numbers and
course information took far longer and was more challenging than we had anticipated.
A fourth limitation is that we did not comprehensively investigate the proportion of recognition of
prior learning (RPL) granted. Some superficial work late in the project indicted that the proportion
of students granted recognition for the Certificate IV in Training and Assessment is relatively high.
However, to make sense of this we really need better data on their previous qualifications
(particularly those in the same field of study) and other characteristics, much of which is not readily
available. The issue is that a proportion of those undertaking the certificate IV would be entitled to
recognition. However, without access to more information it is difficult to assess its legitimacy.
That would require an audit.
16
Initial training for VET teachers: a portrait within a larger canvas
Issues in initial teacher training
In considering both initial and generic qualifications, a range of issues arises. A more detailed
discussion of these can be found in Guthrie (2010b). The issues are as follows.
The breadth and diversity of the VET sector
The sector includes a wide range of providers and approaches. The key point is that it is hard for
any one initial teaching qualification to suit all purposes. At the very least it provides a foundation,
which must then be consolidated through subsequent professional development and formal study.
Teachers’ work: its diversity and the ways it is changing
VET teachers are required to work in an increasing range of contexts and with a diverse student
profile (NCVER 2004). Harris et al. (2001) described an emerging model of a differentiated VET
workforce comprising a core of permanent and highly skilled practitioners and a ‘peripheral’ group
of contract and casual staff with varying degrees of attachment to the VET sector and the teaching
role. The ‘periphery’ is often where VET teachers begin their work in the sector, so a qualification
that helps to provide foundational skills is important, along with good induction and strong
professional support from managers and the permanent teaching staff who can act as mentors as
they begin this new type of work (Clayton et al. 2010). This is particularly important because the
context in which they may be teaching, the characteristics of their students and their particular
vocational area and its learning culture are all different and almost impossible to address in any
foundational program without ongoing support and the opportunities for contextualised reflective
practice and other professional development.
How initial teachers see themselves and their relationship with the sector
on entry
Approaches to initial training might be different, depending on the extent to which initial teachers
identify with the VET sector and with teaching as a vocation. There are a variety of reasons why
individuals become involved in VET teaching, including differences in their self-perceived identity;
for example, whether they see themselves as a teacher, or retain more of their original vocational
identity, that is, a ‘plumber who teaches’, as distinct from a ‘teacher of plumbing’. The key point is
that their level of attachment to VET teaching as a ‘vocation’ will help determine how much of a
personal training investment they are prepared to make, initially at least, and especially the level of
teacher training and teaching skills they think they need.
The appropriate level of initial VET teacher preparation courses and the
quality of delivery
The Australian Quality Training Framework mandates the minimum of a certificate IV qualification
for all teaching staff. However, there is considerable debate over the adequacy of this qualification
for some teachers beginning their practice (Clayton 2009; Guthrie 2010b; Productivity Commission
2010b; Wheelahan & Moodie 2011), with the debate focusing on the intrinsic worth of the
certificate IV, its limitations as an initial qualification or the quality of its delivery. Clayton et al.
NCVER
17
(2010) found that, when taught well, the certificate provides some if not all of the essential skills
required of new practitioners, particularly if they already have some experience of training, are
supported by mentors and undertake further developmental activities after they graduate. However,
mandated minima can all too readily become the maxima in the absence of other compelling quality
and professional development imperatives.
Developing career pathways beyond initial training and better guidelines about
the training and development required for attaining key career-path steps
Initial teacher preparation is just one step in a career journey, whether to become a teacher, or as a
career move to help support other aspirations. Whatever happens, those who choose teaching need
to be supported appropriately with available professional development and support—whether
leading to formal qualifications or not. The question is whether this development needs to be
underpinned by appropriate approaches for individual or group-based performance appraisal of
teaching staff, and to what extent the AQTF is used to drive this ongoing development.
Element 1.4 of the AQTF mandates an ongoing commitment to maintaining vocational currency
and building teaching skills beyond those required and covered in the Certificate IV in Training and
Assessment. A key to this is not only the availability of informal and non-formal but structured
learning, but also access to appropriate higher-level and flexibly structured and delivered
qualifications. These need to be underpinned by appropriate pathways and the recognition of
relevant prior learning and experience.
The sixth is who pays for the initial training? What are the incentives to train
for both the individual teacher and their employer?
The issue of ‘who pays’ is important, especially given the high proportion of casual teaching staff
employed in the sector and the regulatory requirement to have an initial teaching qualification.
Casual staff do not have the same access to funded professional development of all types as
permanent staff. The issue, then, is whether it is in the personal interests of these casual staff to
undertake—and pay for—lengthy and possibly expensive initial teacher training courses which
require considerable sacrifice on their part for what might be considered an inadequate return,
including their long-term job prospects. However, what is not known is what proportion of new
staff are engaged as permanents. This will affect the level and speed of any return they get on an
investment in their initial teacher training. The issue is whether individuals bear the cost, or whether
the costs and benefits are shared between the individual and the employer (and in what
proportion), and what, if any, contribution is appropriate from the government to ensure the
development of this key workforce.
18
Initial training for VET teachers: a portrait within a larger canvas
The numbers in training
and their characteristics
This chapter will look at the number and characteristics of initial teacher training from two aspects:
VET and higher education offerings. As the second chapter showed, while there were seven key
‘initial’ awards in the VET sector 2008, three predominate:
the Certificate IV in Training and Assessment, now the Certificate IV in Training and Education
the Diploma of Training and Assessment (which is presently being reviewed)
the Diploma of Vocational Education and Training Practice, which is a Victorian award.
The higher education sector is more complex, with a greater variety of awards at a range of AQF
levels. These include associate and bachelor degrees and graduate certificates and diplomas.
The VET qualifications
In this section we first provide data on the Certificate IV in Training and Assessment and then
those at diploma level. The data are for 2008.
There are limitations to these data, however, as we are not able to access student data for all
providers offering the programs. Thus it is very difficult to determine how complete a portion of
total VET training activity for the Training and Assessment Training Package our data represent.
However, an indication of the numbers of registered training organisations providing AVETMISS
data in 2008 compared with the number registered to deliver training from the National Training
Information Service (NTIS) in 2010 is presented in table 2. These data are for the two major VET
initial teacher qualifications: the Certificate IV in Training and Assessment and the Diploma of
Training and Assessment.
Table 2 shows that data were collected from only a proportion of those providers having the
courses on scope. We can see that this study reports on approximately one-third of registered
training organisations registered to deliver the Certificate IV in Training and Assessment and nearly
one-quarter of registered training organisations registered to deliver the diploma. However, this
assumes no significant change in numbers of registered training organisations registered to deliver
training from 2008 to 2010, and that all providers with these qualifications on scope actually
offered the training and had students. The level of under-reporting of student numbers in this
report is also dependent on the extent to which the Australian Vocational Education and Training
Management Information Statistical Standard (AVETMISS) data capture the major providers of the
awards—those with the largest student numbers—or not.
NCVER
19
Table 2
Number of registered training organisations with 2008 enrolments compared with number
registered to deliver in 2010
Course
Number of RTOs with
AVETMISS data
enrolments in 2008
Number of RTOs
registered to deliver
in 2010 (as per NTIS)
%
TAA40104 Certificate IV in Training
and Assessment
271
822
33.0
TAA50104 Diploma of Training and
Assessment
34
142
23.9
Source:
2008 AVETMISS Data Collection: enrolment file; National Training Information Service.
Of these 271 in table 2, 57 were TAFE providers (that is, almost all TAFE institutes in the country
have it on scope), while 134 were private providers and 82 were community-based adult education
providers. Of the 34 providers offering the diploma course, most (24) were TAFE institutes. State
breakdowns are provided in tables A1 and A2 in appendix 1.
Table 3 shows that much of the activity in the Certificate IV in Training and Assessment and other
courses (see table 1) was fee-for-service. As the certificate IV is the predominant qualification, this
means that nearly 60% of training is offered in this way, while 40% is government-funded. Given
the source of the data, it clearly represents a minimum proportion of the fee-for-service market.
Table 3
Course enrolments# in key initial teacher training courses by national funding source, 2008
National funding source
Commonwealth and state general purpose recurrent
Commonwealth specific purpose programs
State specific purpose programs
Domestic full fee-paying client
International full fee-paying client
Revenue earned from another registered training organisation
Total
Note:
Source:
2008
% of total 2008
13 158
38.9
315
0.9
36
0.1
20 000
59.1
251
0.7
92
0.3
33 852
100.0
# It must be noted that because “publication scope” is unique to module enrolments, course enrolments have been
counted more than once where there was one or more module enrolments within a course enrolment that had a
different national funding source.
2008 AVETMISS Data Collection: enrolment file.
The Certificate IV in Training and Assessment
The certificate IV was clearly the largest initial teacher training course being delivered in the VET
sector, accounting for 95.5% of the 27 217 commencing VET course enrolments in 2008. As table
A2 in appendix 1 also shows, its student commencements have progressively increased from 2006
to 2008. Table A2 in appendix 1 also provides data on continuing students and completions.
Figure 1 shows state and territory trends in commencements. Commencement numbers are
relatively high in both Victoria and Queensland by comparison with New South Wales, given the
relative size of their public systems.
Figure 2 shows the completions data on a state and territory basis. Available data (see table 4)
indicate that during the years 2006, 2007 and 2008, for every 100 commencers, somewhere between
40 and 51 students would have completed a Certificate IV in Training and Assessment or a
Diploma of Training and Assessment. It must be noted that there are significant limitations with
calculating indicative completion rates in this way. This is because the completions figures include:
courses running over one calendar year
possible under- or over-reporting of completions by registered training organisations
20
Initial training for VET teachers: a portrait within a larger canvas
learners commencing the course with no intention of completing it, or only a component or
skill set within it.
Of course, a proportion of students achieve a completion wholly or largely through recognition of
prior learning.
Figure 1
Certificate IV in Training and Assessment (TAA40104) commencing course enrolments, 2006,
2007 & 2008
2006
2007
2008
10000
9000
Commencing Course Enrolments
8000
7000
6000
5000
4000
3000
2000
1000
0
Australian
Capital Territory
Figure 2
New South
Wales
Northern
Territory
Queensland
South Australia
Tasmania
Victoria
Western
Australia
Certificate IV in Training and Assessment (TAA40104) course completions by state, 2006,
2007 & 2008
2006
2007
2008
5000
4500
4000
Course Completions
3500
3000
2500
2000
1500
1000
500
0
Australian Capital
Territory
NCVER
New South
Wales
Northern
Territory
Queensland
South Australia
Tasmania
Victoria
Western
Australia
21
Table 4
Commencing enrolments compared with completions by course
2006
2007
2008
16 876
24 540
26 003
Certificate IV in Training and Assessment
Commencing enrolments
Completions
6 889
12 520
11 473
40.8%
51.0%
44.1%
Commencing enrolments
292
644
784
Completions
109
273
213
40.8%
51.0%
44.1%
Indicative completion rate #
Diploma of Training and Assessment
Indicative completion rate #
Note:
Source:
# Indicative completion rate = Course completions in year/commencing course enrolments (x 100)
NCVER, 2006, 2007 & 2008 AVETMISS Data Collection: enrolment and award files.
The VET diplomas and other courses
This section concentrates on the two largest VET level awards: the Diploma of Training and
Assessment and the Diploma of VET Practice. However, table A2 in appendix 1 shows the
commencements, continuing students and completions for all three diploma-level courses. In
addition, this table provides data on the three graduate awards at certificate or diploma level offered
in Victoria and New South Wales (see table 1).
The Diploma of Training and Assessment had commencing enrolments in each state/territory for
each year 2006 to 2008, except the Australian Capital Territory. Proportions of commencements
by jurisdiction are shown in figure 4. Commencements have shown a steady growth (table A2,
appendix 1), but commencement numbers are a small fraction of those for the Certificate IV in
Training and Assessment (784 versus 26 003 respectively in 2008). In addition to the certificate IV
and the diploma, Victoria offers a state-accredited Diploma of VET Practice. The Diploma of VET
Practice appears to have attracted consistently more commencing enrolments than the Diploma of
Training and Assessment in that state (although the differences in numbers are not huge), and
gaining it is required for progression above a particular salary bar in the Victorian TAFE system.
Thus the numbers continuing and completing this latter award appear better than the Diploma of
Training and Assessment.
The Australian Capital Territory did not offer the Diploma of Training and Assessment between
2006 and 2008. However, the Canberra Institute of Technology has an Advanced Diploma of
Adult Vocational Education, which had 13 commencements and seven continuing enrolments in
2008 (table A2, appendix 1). The Victorian Graduate Certificate in VET had small numbers of
commencing enrolments (31, 56 and 5 in 2006, 2007 and 2008 respectively); the revised new award
of the same name reported 24 enrolments in 2008. The graduate diploma offered in New South
Wales also only has small student numbers (table A2, appendix 1)
22
Initial training for VET teachers: a portrait within a larger canvas
Figure 3
Diploma of Training and Assessment (TAA50104) commencing course enrolments by state,
2008
Western Australia, 6,
0.8%
Australian Capital
Territory, 0, 0.0%
New South Wales,
133, 17.0%
Northern Territory, 1,
0.1%
Victoria, 325, 41.5%
Queensland, 139,
17.7%
Tasmania, 41, 5.2%
South Australia, 139,
17.7%
The learner profile for the VET qualifications
An analysis of learner characteristics of clients commencing key VET initial teacher training courses
is provided in table A4, appendix 1.
Characteristics of learners commencing the ‘key’ initial teacher training courses in 2008 are:
Slightly more than half were female (53.8%).
The average age was 41.8 years.
3.9% reported being of Aboriginal or Torres Strait Islander origin.
64.0% were employed full-time and 20.7% employed part-time; 5.1% were self-employed – not
employing others.
3.8% reported having a disability, impairment or long-term condition.
72.5% reported having successfully completed some post-secondary education. Of those who
did successfully complete some post-secondary education, 75.7% had previously completed an
award of certificate IV level or higher. Many (41.2%) had a degree or higher degree.
63.3% reported Year 12 as their highest completed secondary school level.
More than half (54.7%) had a major city residential location Accessibility/Remoteness Index of
Australia (ARIA); 4.9% reported an ARIA of Remote or Very remote; and 2.8% reported an ARIA
of Outside Australia.
More than a quarter of all commencers (27.5%) reported no prior completion of post-secondary
qualifications. Qualifications at this level would normally be expected of staff teaching in public or
private providers as a vocational qualification at or above the level being taught, as is required for
AQTF compliance. However, there are valid reasons why someone might study a formal postsecondary qualification, particularly the Certificate IV in Training and Assessment, without having
another formal qualification. For example, they may be skilled but unqualified staff working as
trainers in industry, or they may be unqualified volunteers required to undertake the qualification in
NCVER
23
order to train other volunteers. This indicates the broad nature of the qualifications profile of those
undertaking VET teaching qualifications.
Table 5 in appendix 1 provides similar data for the three largest VET awards: the Certificate IV in
Training and Assessment, the Diploma of Training and Assessment and the Diploma in VET
Practice. A comparison of learners commencing the Certificate IV in Training and Assessment and
the Diploma of Training and Assessment show the following differences:
a lower proportion of males studying the diploma (46.3% for the certificate IV compared with
39.4% for the diploma)
a slightly older age profile of those studying the diploma (average age of 41.8 to 42.9 years)
a slightly higher proportion of learners with post-secondary education studying the diploma
(72.1% compared with 76.3%). However, a much higher proportion of learners with a highest
post-secondary qualification of certificate IV or above studying the diploma (75.0% compared
with 90.6%).
Most of these differences would be expected, given the difference in level of the qualification.
However, it is impossible to identify the proportion of the cohort who already holds a Certificate
IV in Training and Assessment or the prior qualification (the Certificate IV in Assessment and
Workplace Training).
What is more interesting is the difference in learner profile characteristics of those commencing the
Diploma of Training and Assessment and the Victorian Diploma of VET Practice (table A5,
appendix 1). The Diploma of VET Practice appears to attract:
a much higher proportion of males (39.4% for the diploma compared with 59.4% for the
Diploma of VET Practice)
fewer learners aged less than 30 years (9.4% compared with 3.9%) and more learners in the 40–
49 year age group (38.9% compared with 47.1%), with a slightly older average age (42.9
compared with 43.4 years)
a higher proportion of learners employed full-time (64.8% compared with 70.4%)
a higher proportion of learners from inner regional areas (22.4% compared with 37.4%)
a lower proportion of learners with highest school level of Completed Year 12 (63.4% compared
with 53.6%)
a higher proportion of learners with post-secondary education (76.3% compared with 89.2%).
Of learners with a post-secondary education, the Diploma of VET Practice had a higher proportion
of learners with a highest post-secondary educational qualification of a certificate IV (20.7%
compared with 32.4%) and fewer with a bachelor degree or higher (43.7% compared with 30.1%).
This is particularly interesting as the Diploma of VET Practice commencers tended to be of older
age but have lower-level prior educational qualifications.
In relation to the proportion of students with a degree-level qualification, the Diploma of VET
Practice has a lower proportion holding a bachelor degree or higher than the certificate IV cohort.
It therefore appears to be a different student demographic from the Diploma of Training and
Assessment group, and is generally less qualified.
Outcomes of the initial VET teacher training programs
We used data from the Student Outcomes Survey administered by NCVER to examine what
students completing both the certificate IV and the two major diploma programs thought of the
24
Initial training for VET teachers: a portrait within a larger canvas
programs and what their outcomes were. While these data are presented in tables 6 and 7 in
appendix 1 for the certificate and diplomas respectively, we draw some conclusions below.
The Certificate IV in Training and Assessment
Student Outcomes Survey (SOS) data for certificate IV graduates reveal very positive outcomes.
More than 96% of 2007, 2008 and 2009 graduates have been employed or are in further study after
training. Each year around 94% of graduates have been employed after training, with more than
63% employed full-time. This compares favourably with graduates in all non-trade certificate IV
courses, where in 2009, 85.3% were employed after training and only 54.4% full-time.
The average salary of Certificate IV in Training and Assessment graduates employed full-time was
also higher than that for all non-trade certificate IV graduates.
More than half of the Certificate IV in Training and Assessment graduates were employed in
professional occupations compared with just over a quarter for all non-trade certificate IV graduates.
Education and training is clearly the most prominent industry of Certificate IV in Training and
Assessment graduates employed after training.
Graduate satisfaction with the training in the Certificate IV in Training and Assessment appears
slightly lower than that for all non-trade certificate IV graduates. However, more than 87% of
graduates achieved their main reason for undertaking training, which is higher than that for the
non-trade certificate IV graduates.
The diplomas
Although there were low numbers of graduates in the sample, 33 and 41 respectively, Student
Outcomes Survey data for the Diploma of Training and Assessment and the Diploma of VET
graduates were extremely favourable.
All 2009 graduates in both awards were employed or in further study after training, with more than
72% of graduates employed full-time; this compares with less than half of all non-trade diploma
graduates being employed full-time after training.
The average salaries of both diploma graduates employed full-time was also higher than that for all
non-trade diploma graduates.
Compared with all non-trade diploma graduates, a higher proportion of graduates in the two
diploma courses were employed in Professional occupations—more than half, compared with only
15.1% for all non-trade diploma graduates.
Education and training is clearly the most prominent industry of graduates in the two diploma
courses, with the sector accounting for 79.3% of Diploma of Training and Assessment graduates
and 88.5% of Diploma of Vocational Education and Training Practice graduates.
Although the general satisfaction of graduates with their training in the two diploma courses
appeared slightly lower than that for all non-trade diploma graduates, 94.2% of Diploma of
Vocational Education and Training Practice graduates received job-related benefits from the
training and 100% achieved their main reason for undertaking the training.
The higher education courses
As we reported earlier, there were 22 individual higher education providers reporting enrolments or
completions in ‘key’ initial teacher training courses in the period 2006 to 2008. The Australian
Capital Territory was the only jurisdiction with no higher education institution offering an initial
NCVER
25
teacher training course during the years 2006, 2007 and 2008. Although reporting enrolments in
2006, the two Northern Territory providers (Batchelor Institute of Indigenous Tertiary Education
and Charles Darwin University) did not report any commencing students in 2007 and 2008. All the
data are summarised in table 8 in appendix 1.
In 2008, three-quarters of the 1984 students enrolled in ‘key’ initial teacher training courses were
enrolled across seven providers (see table A8, appendix 1):
University of Technology, Sydney, NSW: 403 students (20.3%)
Charles Sturt University, NSW: 349 students (17.6%)
Griffith University, Queensland: 182 students (9.2%)
University of Southern Queensland: 165 students (8.3%)
The University of New England, NSW: 154 students (7.8%)
University of Western Sydney, NSW, 132 students (6.7%)
University of South Australia: 126 students (6.4%).
New South Wales institutions accounted for 55.9% (1110) of 1984 total (commencing and
continuing) students. Queensland institutions had the next highest proportion of students with
20.6% (409), then Western Australia, 8.4% (167), South Australia, 6.4% (126), Victoria, 5.2% (104),
Tasmania, 3.4% (67), and Northern Territory, 0.1% (1). Thus the distribution of provision is very
uneven across Australia, with relatively high enrolments in some states and little or none in others.
In 2008, 67.4% of all students were enrolled in bachelor degree courses and 22.7% in graduate
diplomas.
Individual courses with more than 5% of total students were the Bachelor of Education in Adult
Education offered at the University of Technology, Sydney; Bachelor of Vocational Education and
Training and Graduate Diploma of Education (Vocational Education and Training) offered by
Charles Sturt University; the University of New England’s Bachelor of Training and Development
and Griffith University’s Bachelor of Adult and Vocational Education.
Over the years 2006 to 2008, total student numbers have decreased: from 2384 in 2006 to 1984
in 2008.
Commencement data
In 2008, New South Wales institutions accounted for 61.9% (466) of the 753 commencing
students. Queensland institutions had the next highest proportion of commencing students with
16.6% (125), then Western Australia, 7.8% (59), Victoria, 7.2% (54), Tasmania, 3.3% (25), South
Australia, 3.2% (24) and Northern Territory institutions had none.
In all, 62.3% of commencing students were enrolled in bachelor degree courses and 29.1% in
graduate diplomas in 2008. There were only four individual courses with more than 5% of total
commencing students, all of which were offered in New South Wales. These were the Bachelor of
Education in Adult Education at the University of Technology, Sydney, the Bachelor of Vocational
Education and Training and Graduate Diploma of Education (Vocational Education and Training)
at Charles Sturt University and the Bachelor of Training and Development at the University of
New England.
Over the years 2006 to 2008, commencing student numbers in key higher education courses have
decreased by nearly 20%: from 933 in 2006 to 753 in 2008.
26
Initial training for VET teachers: a portrait within a larger canvas
Completions data
In 2008, institutions in New South Wales accounted for 62.4% (424) of the 679 course
completions. Queensland had the next highest proportion of course completions with 15.6% (106),
then Western Australia, 7.8% (53), Victoria, 6.8% (46), South Australia, 5.4% (37), Tasmania, 1.8%
(12), and Northern Territory, 0.0% (1). In 2008, 58.8% of completions were in bachelor degree
courses and 29.3% in graduate diplomas.
Learner profile
An analysis of learner characteristics of students enrolled in, or completing, key higher education
initial teacher training courses is provided in table A9 in appendix 1.
Characteristics of learners commencing one or more ‘key’ initial teacher training courses in 2008 were:
Slightly more than half were female (52.5%).
3.7% reported being of Indigenous status.
Three-quarters (74.4%) were within the age group 30 to 49 years.
Less than half (45.4%) were studying externally.
Two-thirds (66.5%) were part-time students.
Nearly one-third of commencers (32.1%) had a highest prior qualification of a completed VET
award course. One in five (19.9%) had a completed bachelor degree as their highest prior
qualification and 9.8% a completed postgraduate course. It is hard to compare this cohort with
those enrolled in VET initial teaching awards as the data elements related to prior qualifications in
AVETMISS and the higher education collection do not align precisely.
We did not also collate the graduate satisfaction data, given the diversity of courses and institutions
involved, and the relatively low student numbers in them.
Summary and key points
It is clear from the available 2008 data that the Certificate IV in Training and Assessment
dominates the field in terms of student numbers.
The total number undertaking the certificate IV qualification is unknown because the NCVER data
only collects from a proportion of those providers with it on scope. However, the majority of
provision is through domestic full fee-paying students, and delivery is particularly significant in
Victoria and Queensland.
The learner profile for the certificate IV is mature, with around 42 years of age being the average
for commencing students. Most have completed some post-secondary education and about threequarters of those have a qualification at certificate IV or higher. Many of these, over 40%, had a
degree or higher degree.
Relatively few are undertaking the Diploma in Training and Assessment, but they are more highly
qualified on commencement than the certificate IV students. The Diploma of Training and
Assessment is not an initial teaching qualification.
The Diploma of VET Practice has a different demographic from both the certificate IV and
Diploma of Training and Assessment. This diploma has the greatest proportion with a post-school
qualification, but they have the smallest proportion with a qualification at bachelor level or above. It
is also more male-dominated than both the certificate IV and Diploma of Training and Assessment.
NCVER
27
The student outcomes data for the VET awards is mixed. Satisfaction is slightly lower for both the
certificate IV and the diplomas than for equivalent awards, but other outcomes (employment status
and salaries) are more positive. Many are employed in education and training.
The university-based courses are offered at both graduate and postgraduate levels. Provider and
student numbers appear to be in decline. Nearly 70% of all students were enrolled in bachelor-level
programs in 2008 and just under half were studying externally. In 2008, three-quarters of the
students were enrolled with just seven of 20 providers. Most institutions have relatively small
student numbers. Distribution of provision is also very uneven across the states and territories.
It is not clear what the value of higher-level qualifications is. In a number of the public provider
awards, particular qualifications, or level of qualifications, are required to progress beyond certain
salary bars. This clearly is a driver of demand. In the absence of such drivers others may be in place,
such as regulatory compliance, including requirements to undertake continuing professional
development both in occupational area and in teaching (AQTF element 1.4). These two priorities
potentially compete, and individuals have to choose between these competing demands, which are
driven by regulation, by employer needs and by their personal interests and aspirations. Finally,
others undertake such programs and other development for personal reasons, and because they are
committed and motivated to improve what they do. For this group that represents a sacrifice
without, possibly, an extrinsic or immediately tangible return. At the very least this suggests that
teacher education courses, especially beyond the basic requirement, should be as intrinsically
rewarding as possible.
28
Initial training for VET teachers: a portrait within a larger canvas
The qualifications
This chapter, like the previous one, will concentrate on VET qualifications in the first instance and
then focus on the diversity of qualifications in higher education. We will also consider the
qualifications in relation to their AQF level and the knowledge, skills and their application required
at each. Thus we will contrast the certificate IV on the one hand (an AQF level 4 qualification) with
those required at levels 7 and 8 (covering bachelor degrees and graduate certificates and diplomas).
At its conclusion we will draw out some of the messages for both levels of qualification and overall.
The VET qualifications
As we outlined in the previous chapter, the VET qualifications are principally at certificate and
diploma levels. There are two qualifications in the Training and Assessment Training Package: a
certificate IV and a diploma. In addition, the package has three skill sets: for assessors, enterprise
trainers and enterprise trainers and assessors. There are other qualifications at diploma level, the
most significant of which is the Diploma of VET Practice offered in Victoria. The Canberra
Institute of Technology offers an advanced diploma which has a very small enrolment.
The certificate courses
The last version of the Training and Assessment Package training package (2.1) consisted of 56
units of competency, including 39 specific units, with a further 17 units imported from elsewhere.
The competencies are grouped in eight fields of competence, namely:
learning environment
learning design
delivery and facilitation (this field makes up about a quarter of the units)
assessment
training advisory services
coordination, management and quality of training and/or assessment services
language, literacy and numeracy practice.
The award of Certificate IV in Training and Assessment required 14 units of competency in total,
with 12 of these being core units. Up until recently the certificate IV has been the current
qualification. Clayton (2009) provides a history of the Certificate IV in Training and Assessment
and reviews the limited research on it.
During 2010 the Certificate IV in Training and Assessment (TAA40104) was replaced by the
Certificate IV in Training and Education (TAE40110). The latter qualification requires completion of
ten units of competency, seven of which are core and three electives. The core units are as follows:
design and develop learning programs
use training packages and accredited courses to meet client needs
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plan, organise and deliver group-based learning
plan, organise and facilitate learning in the workplace
plan assessment activities and processes
assess competence
participate in assessment validation.
Electives are specifically designed or drawn from other training packages and include topic areas
such as designing and developing assessment tools; coordinating and facilitating distance-based
learning; facilitating e-learning; mentoring in the workplace; addressing language, literacy and
numeracy requirements; participating in a quality audit; developing teams and individuals; building
client relationships and business networks; and analysing and presenting research information.
Fourteen electives are nominated, but one of these can be drawn from a wider pool if appropriate.
One of the key issues Clayton et al. (2010) raise is the considerable diversity of the certificate IV’s
student body and that, perhaps, the sector would be better served if particular providers of it
established a reputation for serving the needs of particular student sub-groups, say institution-based
teachers, enterprise trainers, VET in Schools teachers and other identified groups, to enable
program content to be contextualised to suit them.
The diploma courses
The award for the current Diploma of Training and Assessment requires 12 units, with five of these
being core. The core units are:
maintain and enhance professional practice
design and develop learning strategies
provide advanced facilitation to support learning
lead and coordinate assessment systems and services
lead and conduct training and/or assessment evaluation.
The ongoing professional development of the first core unit above is in harmony with the AQTF
requirement for practitioners working in registered training organisations to maintain both their
vocational competence and update and maintain both their VET knowledge and skills and their
competence as a teacher/trainer/assessor. It is also a feature of a number of the higher education
qualifications. The notion of ‘maintenance and enhancement’ is a feature of a post-initial rather
than an initial teaching qualification. Crudely put, an initial qualification is more focused on the
basics than on enhancing practice. However, the demographic of the certificate IV is complicated
by having qualified school teachers undertake the course and by others who were ‘required’ to recertify from Certificate IV in Assessment and Workplace Training and gain the Certificate IV in
Training and Assessment.
The seven elective units cover such areas as developing competency standards and learning
resources, including those for e-learning, facilitation skills (including group processes, action and elearning), or with a role as a consultant working with industry partners and enterprises. Other units,
drawn from other packages, are associated with management skills or the consultancy role. Two
such units may be used in the qualification.
As we have seen, take-up of this program has been relatively low, certainly by comparison with the
numbers in the certificate IV. At present Innovation and Business Skills Australia is revising the
Diploma in Training and Assessment. It sees it as an award to be undertaken by an experienced
competent practitioner who, in turn, may be sought for their knowledge and expertise in designing
learning and assessment approaches, as well as facilitating learning and undertaking assessment.
30
Initial training for VET teachers: a portrait within a larger canvas
These are the core skills emphasised in the proposed diploma qualification. Nevertheless, it will also
have a series of electives to fit individual needs and interests. Thus the qualification has the notion
of maintaining and enhancing professional practice at its heart. Indeed, this is one of the nominated
core units of competencies. The others proposed at the time of writing are:
design and develop learning strategies
provide advanced facilitation practice
design and develop assessment tools
provide advanced assessment practice.
It is also proposed that a practicum component be included as part of the requirements of the
qualification. This is consistent with the approach adopted both in the Diploma of VET Practice
and in a number of the programs offered in the higher education sector.
The Diploma of VET Practice is designed for current TAFE teachers and provides for professional
growth within a recognised career structure in the Victorian public VET system. The target group
comprises TAFE teachers who are principally concerned with the delivery of VET and who, under
minimal or no guidance, organise and carry out a range of functions involving learning and
assessment. In other words, it is for experienced teaching staff. It involves seven core and four
elective units. Others in both the core and elective streams have been specifically developed. The
course also includes a teaching practicum of 200 hours. The practicum is made up of:
50 hours of direct supervision
150 hours of other professional practice, including observation of other teachers and
participation in a range of other teaching and administrative processes.
The core units are as follows:
maintain and enhance professional practice
design and develop learning strategies
design and develop learning resources
facilitate action learning projects
facilitate e-learning
facilitate learning in complex environments
innovation in education and training.
The first two core units are drawn from the core of the Diploma of Training and Assessment and
the next three are from its electives. The remaining two units are Victoria-specific. Of the diploma’s
electives, five are drawn for the available electives for the Diploma of Training and Assessment.
The final two are again specific to Victoria and made up of a range of modules which cover
cognitive skills, metacognition, critical and creative thinking, decision-making and visual and spacial
reasoning (these are equivalent to one elective unit). Two other Victorian units are:
develop assessment tools for differentiating performance
integrate generic skills into teaching practice.
The Canberra Institute of Technology offers an advanced diploma with a duration of two years for
experienced teachers or its part-time equivalent. Like the Diploma of VET Practice, students need
to have completed the Certificate IV in Training and Assessment and have access to an appropriate
work environment. It has similar course content to that of the Diploma of VET Practice, but also
has units associated with research skills, including written communication and action research. As
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we shall see, a research component is an explicit feature of a number of the higher education
qualifications as well.
The higher education qualifications
The higher education qualifications considered here are those operating in 2010. They are at a
diversity of levels, ranging from associate degrees to graduate diplomas. They may have one or
more other awards embedded within them, for example the Certificate IV in Training and
Assessment and other lower-level qualifications (such as graduate certificates or associate degrees),
which represent exit points within the higher-level qualification. Some are clearly being phased out.
Pathways between VET and higher education qualifications in the VET teaching area do not
generally appear to be strongly developed.
While there are strong similarities between the various courses offered in higher education, there is
also a considerable diversity in their nature and structure. Like the Certificate IV in Training and
Assessment, a number of the courses also serve a range of markets and user groups. Thus the
structure and content vary according to the needs of each target group. Other key differences are
the admissions criteria and credit arrangements, durations and course content. We will consider
each of these components in turn, drawing upon summaries of course documentation assembled
from the university websites and validated by the institutions themselves in a small number of
cases. We will consider the bachelor degrees and related studies and the graduate diplomas and
related awards separately when appropriate, as their particular characteristics can give rise to some
differences (for example, course durations are more variable for bachelor qualifications than for
graduate diplomas). Of the 20 institutions active (that is, having at least one enrolment) in 2008,
bachelor qualifications only were offered at three institutions, while six offer graduate-level
qualifications. The majority (13) offered both undergraduate and graduate level programs.
Target groups
The target markets, collectively, are broad. This reflects an approach which seeks to engage a wide
range of potential target groups, given that no one of them can probably support a qualification
totally. These embrace adult education, vocational education and training, post-compulsory
schooling, community, workforce or human resource development.
Some institutions have a particular focus, such as the University of New England’s Bachelor of
Training and Development. It is the most workforce development and human resource-oriented of
all the qualifications considered and, as such, is more focused on workplace trainers than VET
teachers. Others, particularly those in Queensland, are geared towards the requirements of
secondary teacher registration, giving graduates the opportunity to work either in the VET or
schools sectors. The Bachelor of Learning Management (secondary and VET) at Central
Queensland University is very schools-oriented, while acknowledging VET teachers as another
target group. The Bachelor of Adult and Vocational Education offered by Griffith enables
registration as a secondary teacher, while also having a strong VET teacher focus. On the other
hand, the Bachelor of Training also offered by this university is geared very much more to a VET
sector market, despite having many subjects in common with the other award.
Finally, while some qualifications display some focus on initial preparation (even embedding the
Certificate IV in Training and Assessment in a small number of cases), most appear to be oriented
and marketed to those already working in the area and are a means of upgrading formal
qualifications and improving their theoretical knowledge and practical expertise. Thus they are seen
as rather more post-initial than initial.
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Initial training for VET teachers: a portrait within a larger canvas
Duration
All of the graduate diplomas require one year full-time, or the equivalent part-time to complete.
Most of the awards also have an exit point at certificate level, attainable after completing half the
diploma course. Most bachelor qualifications require about two years full-time to complete, after all
admissions criteria have been met and any other credit granted. A small number of these
qualifications also have a prior exit point, for example, the associate degree offered by Charles Sturt
University. The nominal duration of the degree programs seems to be three or four years.
Admissions criteria and credit arrangements
Admissions criteria and credit arrangements are most straightforward for graduate diplomas and
their embedded certificate programs. In most cases they require completion of at least bachelorlevel studies. In addition they may also require a relevant amount of industrial or training
experience, or current relevant work in the sector. There are at least a couple of interesting
exceptions to this general rule. Latrobe University’s Graduate Diploma in Industry Training and
Education will also accept a two-year full-time diploma with industry experience, and special entry
may be allowed for those with alternative TAFE qualifications and a trade background. Their
Graduate Diploma in Vocational Education and Training, which is taught in collaboration with
selected TAFE institutes, will also accept ‘... a professional qualification that satisfies requirements
for employment in the TAFE sector: that is, a minimum of the Certificate III and five years
industrial experience’. The University of Wollongong will consider ‘... a combination of training
qualifications, e.g. a Certificate IV and professional experience that is equivalent to a three-year
degree’. In our view, such an approach would be consistent with that applied to entry to a
vocational graduate certificate or diploma in the VET sector. Nevertheless, these may give rise to
concerns about abilities to undertake studies at master’s level or above. It also reflects a range of
rigour in the application of the principle of what constitutes a postgraduate award.
Credit arrangements tend to be minimal for these qualifications as they represent a shift in
discipline field for most graduates. However, some credit may be given for prior studies in relevant
programs. (For example, both Charles Sturt and Latrobe universities give credit in two subjects for
the Certificate IV in Training and Assessment).
The bachelor’s programs, which are open to students with a more diverse range of prior studies,
have admissions criteria that are somewhat more variable. This, in turn, may be linked to the credit
arrangements in place. This is because course admission and the granting of credit tend to be
concurrent processes.
Most courses require some form of vocational or professional qualification, at least to certificate III
level. A number require a period of relevant workplace experience as well as a specified number of
years of experience (two years or more) practising in their vocational area. These courses have
practicum requirements, or deem that it is beneficial to have a relevant context in which to ground
their studies.
Some higher education institutions use a portfolio approach to make admission decisions based on
a range of evidence, including vocational qualifications, work and community experience and any
other teaching or training qualifications held (for example,) or a credit passport approach to make
an appropriate assessment of the amount of credit to be given at enrolment. Charles Sturt
University, for example, gives provisional credit for a completed Certificate IV in Training and
Assessment, but only makes this credit final after students have completed the subject ‘Reflective
Practice in VET’ during their university studies. The University of South Australia is the only
institution which specifically mentions the Diploma of Training and Assessment and which will
allow students who have successfully completed that qualification together with a relevant
vocational qualification and two years of work experience to enter at the beginning of the third year
of study. This requires a further two years of study, making it one of the longest and most stringent
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higher education qualifications available. The Bachelor of Training at Griffith University might be
seen as similarly stringent, in that it requires vocational qualifications, work experience and both the
Certificate IV in Training and Assessment and the Diploma of Training and Assessment on
admission, leaving an effective duration of about 1.5 years of a nominal three-year full-time course.
However, it is possible for some of this study to occur concurrently. Thus, it can be a program
partly delivered in TAFE and at the university.
One key message this brings to light is the opportunity for more active collaboration between VET
and higher education institutions offering VET teaching qualifications.
Enrolment modes
Higher education programs are offered in two basic modes: on campus and face-to-face or through
distance learning. Some institutions offer elements of both by using e-learning or online resources,
flexi-mode and tele-tutorials. On the whole, on-campus predominates. However, as we said in the
previous chapter, most students were part-time and just under half of the students (around 45%)
were studying externally. It is interesting to speculate on the capacity of the higher education sector
to meet an increased demand for their programs, especially if this were to be rapid, as there is no or
little presence in a range of jurisdictions. Some higher education institutions do not offer their
programs in distance mode. It suggests the need for more active partnerships with VET providers,
or for an increase in their focus on flexible forms of delivery.
Course content
Course content has been determined by an analysis of subject titles. We found strong elements of
comparability here, with particular topic areas being almost universal. Nevertheless, there are also
variations. Popular topic areas are:
Contextual issues and trends in VET, with titles like ‘Issues and trends in VET’, ‘Adult learning in
context’ and ‘Adult education policy in context’
Teaching and learning topics, which are probably (and not surprisingly) the most numerous. They
appear to be focused on a variety of issues such as pedagogy and practice, learning styles and
approaches, and teaching methods and strategies and, more specifically:
Flexible delivery and using technologies, with subject titles such as ‘Design and use of new
technologies’, ‘Flexible delivery in VET’, ‘Instructional design and educational technology’
and ‘Using information technology for learning’
Teaching diverse groups, for example, ‘Teaching for diversity’, ‘Individual difference in VET’ and
‘Diversity and pedagogy’
Program design, for example, ‘Curriculum development and design’ and ‘Program design and
evaluation’
Assessment, which includes subjects like ‘Evaluation and assessment’, ‘Assessing learning’,
‘Program design and assessment’ and ‘Vocational assessment’.
This represents the core of topic areas one might expect to see in any program focused on the
development of teachers and trainers. Indeed, it is not particularly different from those in the
certificate or diploma programs offered by the VET sector. The more interesting issue is the
combinations of topic areas implied by the titles and their focus (for example, linking assessment
and evaluation, program design and evaluation and the wide range of subjects focused on teaching
and learning issues). A range of other topic areas is also covered, which might be subsumed in
some of the more general topics above, including:
workplace learning
lifelong learning and work
literacy and numeracy
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Initial training for VET teachers: a portrait within a larger canvas
human resource development
leadership, management and organisational performance
practitioners in an entrepreneurial environment.
Such topics deal with specialisations, placing learning in a particular broader context (for example,
lifelong learning).
Most higher education providers use a core or core and electives approach to address particular
needs and interests. Course structures can be more specific and may reflect a particular focus, for
example, a core coupled with the option of major studies to address the needs of particular target
groups and specialisations. The Graduate Diploma in Adult and Vocational Education at the
University of South Australia is an example of such an approach. The University of Technology,
Sydney; University of Wollongong; and Griffith University use a majors approach in their programs
and the subject choices are then dictated by the field of study chosen. Streams, fields of study and
specialisation typically reflect target groups and include:
University of Technology, Sydney: bachelor degree program with four majors: vocational
education, human resource development, Aboriginal studies and language, literacy and numeracy
University of Wollongong with three streams: vocational education and training, higher
education, and adult education
Griffith University with four majors in its Bachelor of Adult and Vocational Education course:
adult and vocational teaching, adult literacy and numeracy, human resource development and
VET in Schools.
A number of the programs stipulate a period of practicum (for example, Griffith University which
requires this for both its bachelor degrees). Others use broad-ranging subjects with titles such as
‘Continuing professional development’, ‘Professional practice’ or ‘Developing the VET
practitioner’, which could provide a generic and valuable professional development focus to
address both the academic needs of the institution and the personal and professional interests of
the student. Such approaches can be built around an appropriate activity in their workplace.
Another approach is built around topics concerned with personal inquiry or research and inquiry.
This style of learning is also possible within particular subjects with a more specific discipline focus
(such as subjects on assessment, course design or approaches to learning), where action learning
and problem-based approaches are used to meet students’ professional needs, foster their
intellectual interests and use the immediacy of a current problem or issue in their work as a context
for learning.
Connectedness with the VET sector
We have been able to gather relatively little information from publicly available sources about the
nature of staffing of higher education institutions and their currency with VET teaching and other
issues, their partnership arrangements, the reference groups they use to maintain course currency
and evaluative information about program quality. This prevents a more detailed appraisal of the
fitness or quality of what is being offered. The absence of this information means that we have
nothing but the level of the program against which to judge quality. The substantive question
remains: Are the higher-level qualifications necessarily better than other available options? The
answer depends on who is delivering them and their ‘connectedness’ to the sector, including the
extent to which they engage with it and the issues it confronts. The quality of what they offer and
the currency of their knowledge of context and practices in the sector is therefore vital.
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The qualifications and their AQF levels
Because the teaching qualifications range across several levels of the AQF (level 4 for the
Certificate IV in Training and Assessment to level 8 for the graduate certificates and diplomas), it is
important to consider the implications this might have for the nature of what is taught and what
might reasonably be expected in terms of the knowledge, skills and their application of those
undertaking the range of teacher training programs in our study’s scope.
Table 5 describes the awards broadly. The most immediately relevant are those at:
Level 4, related to the certificate IV
Level 5, related to the Diploma of Training and Assessment and Diploma of VET Practice
Level 7, related to the bachelor degrees offered by a range of universities
Level 8, related to the graduate certificates and diplomas.
Level 6 is included because of the small advanced diploma at Canberra Institute of Technology, and
to show the progressive development of knowledge, skills and their application across the five levels.
What can be interpreted and inferred from table 5 is that:
There is a clear reference at all levels to providing the capacity for further learning, meaning that
the qualifications must not only be of intrinsic worth but also provide pathways. Evidence to
date suggests that the pathways could be better developed.
The certificate IV is one where relatively limited responsibility might be expected of a teacher
holding it. As such it is reasonable to expect the teacher to be well inducted and supported in
their workplace by other more experienced staff.
The theoretical knowledge and skill requirements of the certificate IV are also relatively low, and
this only reinforces its role as an initial qualification and the importance of teachers having
access to and actively taking up continuing professional development opportunities, including
higher-level qualifications.
Levels of personal responsibility, autonomy, specialisation and professionalism grow with
increasing AQF level. These can be manifested not only in the development of qualifications
but in the design of structured but not formally recognised professional development. This, in
turn, should enable such professional development to be recognised more readily within formal
programs, especially higher-level qualifications.
Notwithstanding the hierarchical differences in knowledge, skills and their application between
bachelor and graduate programs, the argument for extending and diversifying a bachelor
graduate’s knowledge and skills is sound (for example, to gain a VET teacher qualification). In a
number of cases, therefore, the subjects in a university’s bachelor and graduate certificate and
diploma teacher training programs are the same.
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Initial training for VET teachers: a portrait within a larger canvas
Table 5
AQF descriptors relevant to the range of initial VET teacher training qualifications
AQF level &
qualification
type
Level 4
Certificate IV
Level 5
Diploma
Level 6
Advanced diploma/
assoc degree
Level 7
Bachelor degree
Level 8
Graduate certificate/
diploma
Level
summary
Graduates at this level will have
theoretical and practical
knowledge and skills for
specialised/ and/or skilled work
and/or further learning
Graduates at this level will have
specialised knowledge and skills
for skilled/ paraprofessional work
and/or further learning
Graduates at this level will have
broad knowledge and skills for
paraprofessional/highly skilled
work and/or further learning
Graduates at this level will have
broad and coherent knowledge
and skills for professional work
and/or further learning
Graduates at this level will have
advanced knowledge and skills
for professional/ highly skilled
work and/or further learning
Knowledge
Graduates at this level will have
broad factual, technical and some
theoretical knowledge of a specific
area or a broad field of work and
learning
Graduates at this level will have
technical and theoretical
knowledge in a specific area or a
broad field of work and learning
Graduates at this level will have
broad theoretical and technical
knowledge of a specific area or a
broad field of work and learning
Graduates at this level will have
broad and coherent theoretical
and technical knowledge with
depth in one or more disciplines
or areas of practice
Graduates at this level will have
advanced theoretical and
technical knowledge in one or
more disciplines or areas of
practice
Skills
Graduates at this level will have a
broad range of cognitive,
technical and communication
skills to select and apply a range
of methods, tools, materials and
information to:
complete routine and nonroutine activities
provide and transmit solutions
to a variety of predictable and
sometimes unpredictable
problems
Graduates at this level will have a
broad range of cognitive,
technical and communication
skills to select and apply methods
and technologies to:
analyse information to
complete a range of activities
provide and transmit solutions
to sometimes complex
problems
transmit information and skills
to others
Graduates at this level will have a
broad range of cognitive,
technical and communication
skills to select and apply methods
and technologies to:
analyse information to
complete a range of activities
interpret and transmit solutions
to unpredictable and
sometimes complex problems
transmit information and skills
to others
Graduates at this level will have
well-developed cognitive,
technical and communication
skills to select and apply methods
and technologies to:
analyse and evaluate
information to complete a
range of activities
analyse, generate and transmit
solutions to unpredictable and
sometimes complex problems
transmit knowledge, skills and
ideas to others
Graduates at this level will have
advanced cognitive, technical and
communication skills to select and
apply methods and technologies
to:
analyse critically, evaluate and
transform information to
complete a range of activities
analyse, generate and transmit
solutions to complex problems
transmit knowledge, skills and
ideas to others
Application
of knowledge
and skills
Graduates at this level will apply
knowledge and skills to
demonstrate autonomy, judgment
and limited responsibility in known
or changing contexts and within
established parameters
Graduates at this level will apply
knowledge and skills to
demonstrate autonomy, judgment
and defined responsibility in
known or changing contexts and
within broad but established
parameters
Graduates at this level will apply
knowledge and skills to
demonstrate autonomy, judgment
and defined responsibility:
in contexts that are subject to
change
within broad parameters to
provide specialist advice and
functions
Graduates at this level will apply
knowledge and skills to
demonstrate autonomy, welldeveloped judgment and
responsibility:
in contexts that require selfdirected work and learning
within broad parameters to
provide specialist advice and
functions
Graduates at this level will apply
knowledge and skills to
demonstrate autonomy, welldeveloped judgment, adaptability
and responsibility as a practitioner
or learner
Summary and key points
The key points, and some associated conclusions, are as follows:
The content areas of all courses are broadly similar. 2
Most courses, whether VET or higher education, operate on a core and options approach,
although a number also have major study areas to deal with the specific needs of particular
groups. Others have exit points after individuals have completed a proportion of a longer award.
It can be difficult to establish the key markets of each of the qualifications: they can be diverse
and can compete. For example, the certificate IV serves a wide range of groups working, or who
may wish to work, in a diversity of contexts: as a workplace trainer, an institution-based VET
teacher or even as a volunteer. Given this diversity, there is a strong argument for retaining and
refining a mix of qualifications and recognising the value of a broader range of qualifications
rather than one mandated minimum. The standard actually requires teachers and trainers to hold
the Certificate IV in Training and Assessment from the Training and Education Training
Package (TAE10) or be able to demonstrate equivalent competencies. The word ‘higher’ or even
‘preferably higher’ rather than just ‘equivalent’ may be desirable.
The redevelopment of the Diploma of Training and Assessment program offers the opportunity
to address the more specialised training needs of staff through options and skills sets (Guthrie
2010b). A number of the higher education courses are highly specialised, or attempt to address
the needs of a diversity of student groups. Many of those courses which might be seen as postinitial—the diplomas, degree and post-graduate studies—have a component aimed at providing
an opportunity to undertake or certify continuing professional development activities. Such
programs could be built around key work roles and specialities, as well as advanced studies in
key generic teaching and learning disciplines, such as assessment.
Durations of the bachelor degrees are variable, but seem to be approximately two to three years
after normal credit and admissions criteria have been met. Most are almost solely concerned
with vocational education issues or teaching specialities (human resource development, adult
education, language, literacy and numeracy or VET in Schools).
There seems to be more scope for the development of a better set of flexible, integrated and
even nested programs and qualifications operating cross-sectorally. This view is consistent with
conclusions reached by Wheelahan and Moodie (2011). This suggests a role for a rejuvenated
and expanded AVTEC: the Australian VET Teacher Education Colloquium.
The distribution of provision and capacity in higher education in particular is quite variable. This
is an issue where the available delivery options affect the capacity of individuals in some
jurisdictions to access programs readily.
This initial examination and analysis of course content would benefit from further follow-up,
particularly if Wheelahan and Moodie’s (2011) recommendation of developing a national VET
professional body is taken up and this body or another organisation concerns itself with the
development of teaching standards and accrediting VET teaching qualifications across both
VET and higher education.
Finally, there are variations in educational philosophies and approaches between adult
education, vocational education and higher education. At worst, this can affect the extent to
which particular educational approaches, such as competency-based training, are fairly portrayed
in teacher training. At best, the programs should allow a critical reflection on competing or
prevailing philosophies.
2
Unfortunately, it is impossible to assess the depth of knowledge and skills and the nature of the content covered
without being able to access more detailed course information.
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Initial training for VET teachers: a portrait within a larger canvas
Conclusions
There has recently been an unprecedented interest in VET teachers, including their quality, skill
requirements and preparation and development (for example, Mitchell & Ward 2010; Clayton et al.
2010, Wheelahan & Moodie 2011). The present report contributes to this debate, while being
focused specifically on their initial preparation and training.
Unfortunately, we understand very little about how people move into, out of and within the sector
itself, their level of attachment to it, the nature of the qualifications VET workforce members hold
and when, how and why they acquired them. This information is not only fundamental to
establishing the type—or types—of initial preparation and training that may be appropriate, but also
how this foundational training provides a basis for ongoing professional development in all its forms.
The present project has restricted itself to considering the initial training for institution-based VET
teaching staff, while acknowledging that the total VET workforce is far larger and more diverse.
We sought to answer two fundamental questions: ‘Who is an ‘initial’ teacher?’ and, ‘What
constitutes initial training?’ We attempted to resolve these questions early in our research and that
resolution affected how the project proceeded. It turned out that trying to answer these apparently
simple questions was not that simple, and that we really understand very little about the dynamics
of entry to teaching, how and when a foundational qualification is acquired, what support is
provided to those beginning work as VET teachers and what happens after this, in terms of
maintaining and developing teaching skills and specialities.
People, and VET teachers in particular, are the products of the range of life experiences they have
had before they take up a new role or direction. Neither do a large proportion of those undertaking
these VET teaching qualifications seem to be unqualified: far from it, in fact. A majority come with
some form of post-secondary awards, and many of these are at bachelor degree level or more.
However, it is almost impossible to determine the mix of qualifications, whether they are
‘vocational’ or ‘teaching’ awards, and whether their teaching or vocational award is higher in terms
of its AQF level.
VET teachers generally come to teaching much later and with more experiences than many who
begin a career in secondary or primary teaching. The average age of those undertaking the range of
initial teacher qualifications we examined is the low 40s and many initial VET teachers would come
with a variety of experiences. ‘Initial’ teaching is not a fixed beginning point but rather a spectrum
depending on what exactly an individual has done and studied before. A variety of awards and
flexible admissions criteria are needed to accommodate this diversity better. This suggests the need
to recognise a wider range of qualifications as foundational, dependent on teaching role, level and
learner demographic. Interestingly, and with the exception of a very small number of specialised
teaching areas, the sector has made little use of vocational graduate certificates and diplomas as
possible teaching qualifications.
The use of the Certificate IV in Training and Assessment (now Training and Education) or an
equivalent as the mandated foundational qualification might be seen as an administrative
convenience for the AQTF and its auditors. In our view, the clearer recognition of other equivalent
or even superior qualifications for particular types of beginning teacher (for example, those
involved in teaching English as a second language, in language, literacy and numeracy or those
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teaching in degree programs) would be a more nuanced recognition of the diversity of what those
teaching in the VET sector do and the diversity of those with whom they work.
Continuing to develop both as a teaching practitioner and maintaining vocational currency is—or
should be—a characteristic shared by all ‘vocational’ educators. The VET sector, its providers and
practitioners are challenged not only to achieve the right balance between the two key priorities of
maintaining and developing both vocational and teaching competence, but also balancing the time,
effort and money expended on the acquisition of a foundational teaching qualification against the
amount they will subsequently spend on their professional development.
The nub of the issue is the debate over the professionalism of VET teachers, and the extent to which
these teachers themselves, and others, see them as professionals. One criterion of professionalism is
the level of qualification held, but here again we are challenged by whether VET teaching staff see
themselves as teachers (and many do), while others of them still—or at the same time—maintain a
strong identity with their vocational discipline. This dictates where they will put their efforts in terms
of their professional development, including undertaking any further qualifications.
VET teachers are often identified as dual professionals. Their professionalism might be reflected in
the attributes of professionals: impressive competence in a particular activity; being ethical; and
being prepared to learn continually through participation in ongoing professional development
undertaken through personal interest and commitment, as well as that supported by their employer.
To tie professionalism to a particular level of teaching or other qualification in the VET sector is
inappropriate, we think. The key issue in building VET teacher professionalism and their
recognition as such is getting the balance right between a sound beginning and a lifelong
commitment to continuing development. The quality of that post-initial development is likely to be
the more significant in the longer-term for those who remain as teachers in the system. However,
poor training and poor support initially will have personal consequences but, more importantly,
consequences for their students.
The foundational qualification: the certificate IV
The recently introduced Certificate IV in Training and Assessment is acknowledged as a foundational
qualification. Thus, it represents a beginning point and is designed as a generic qualification, with
options that address more specific teaching skills. It should focus on what initial teachers most need
to know when they begin their practice. Yet its relative size—some 30 950 commencements and
continuing enrolments (and nearly 11 500 completions) in 2008—and the great variety of contexts in
which those who complete it will work, mean that it is very hard to design a program which will meet
all needs. It is unreasonable to expect any qualification to do so. Employers of VET teachers must
play a role here: better approaches to staff selection; being more diligent about accepting key
qualifications such as the certificate IV on face value; and using preferred and high-quality providers
to deliver the certificate IV, if it is not on their own scope or they do not feel they can deliver it well.
Any viable solution to sound initial teacher preparation needs to be comprehensive. A good
organisational learning culture and practices are critical in fostering sound approaches to both initial
teacher preparation and continuing professional development.
The certificate IV is widely available. From the data it is clearly a qualification which is a strong feefor-service ‘earner’ for many of its providers. It has acknowledged and significant quality issues
which have been discussed elsewhere (for example, Guthrie 2010a, 2010b) and in this report. The
certificate IV is also the subject of an audit commissioned by the National Quality Council. Yet, it is
also the minimum qualification in the regulatory system and may well become the de facto
maximum in the absence of significant personal, regulatory and other drivers for continuing teacher
development. Currently the sector appears to be more motivated by compliance to minima, rather
40
Initial training for VET teachers: a portrait within a larger canvas
than a concern for the quality and attributes of the workforce delivering programs to particular
student groups. Solutions seem to lie amongst the following:
There is a clear need for a sound foundation qualification at commencement and Clayton et al.
(2010) suggest that when taught well, and with appropriate support, the certificate IV can serve
this purpose, but the qualification needs to be kept under review to ensure that the
implementation failures that have dogged its predecessors are not repeated.
To improve its soundness may require more stringent requirements about which providers can
offer the program and the qualifications and experience of staff offering the program require.
One approach would be to require at least a Diploma in Training and Assessment to teach the
course (Guthrie 2010b).
Arguably, there is a case that no one should be able to undertake the program without
associated practical experience to ground what they are learning in the realities of the work role.
This should present less of a problem when the new teacher is acquiring the qualification after
they have begun to teach. This approach is supported both by the Productivity Commission
(2010a, 2010b) and the Australian Education Union (Australian TAFE Teacher 2010). However,
many probably acquire the qualification as another string to their bow and in the absence of any
opportunity to reflect on real practice.
Finally, providers need to support their staff appropriately to help them transition to this new role
or teaching context. While this might best be done with an intensive offering of a foundational
qualification, this may not suit some staff, casual staff in particular. Creative, but appropriate,
approaches to delivery of initial teacher training are what is required.
The VET diploma and higher education qualifications
By comparison with the numbers undertaking the certificate IV, both of the diploma programs, and
those offered by higher education, have relatively limited take-up. The total number of
commencements and continuing enrolments for the Diploma in Training and Assessment and the
Diploma of VET Practice are around 960 and 580, respectively. In addition, student numbers
appear to be declining overall in higher education, sitting at around 2000 students in 2008, down
from about 2400 in 2006. A number of higher education institutions have withdrawn from
provision and some higher education providers with relatively small student numbers indicate that
they are just holding on, or may even be under threat, being required to review the viability of their
award. It is likely therefore that the numbers of providers may fall even further. This is not
necessarily an issue if demand can be picked up or built on by the survivors. Nevertheless, a
wholesale and rapid increase in demand would be beyond their immediate capacity. Finally, there
has been very little critique of these awards, at least in the public domain.
All these courses will survive, or not, for four main reasons:
First, they will survive if they offer a high-quality program that addresses the real development
needs of VET teachers as they work to build their skills. This will be particularly so for VET
offerings to allow individuals to work progressively towards awards. It will also be important to
identify both key generic requirements (for example, assessment) and specialised skills (for
example, international education or working with enterprises) and devise units of competence,
skill sets or course subjects that address them.
Second, they will survive where there is a compelling reason to undertake them, such as
regulatory pressure, a salary bar, or requirement to be considered for promotion or a particularly
desirable position. They need to offer pathways and open doors that are valued by teachers and
their employers alike. They have to provide a return on investment, but this return is not
necessarily monetary. From other work undertaken in the sector, for example, Simons et al.’s
work on career paths for VET staff (2009), many of these motivation factors are far less
tangible, but real.
NCVER
41
Third, they will survive if VET and higher education providers alike are recognised in the sector
for the quality of what they do. This respect has to be earned; it is not merely a consequence of
offering an award at a particular level, particularly university-level awards. One approach, which
Wheelahan and Moodie (2011) have suggested, is to have qualifications audited by an
independent and authoritative body such as a professional association. However, at present no
such body with an interest in the professionalism of VET teaching exists. Guthrie (2010b)
suggested that a body like the former Institute of Trades Skills Excellence might serve as a
model for peer review of such qualifications, including providers of the certificate IV. There
may be existing organisations that might take up such a role for the sector. Such a ‘gold
standard’ might bestow advantages in terms of attracting suitable students or partnerships,
knowing that outcomes were likely to be of high quality.
Fourth, providers will be most successful if they actively engage with their client groups and
other providers through appropriate partnerships and networks. It is also important that
students are able to get other professional development appropriately recognised within such
awards, even if that recognition is not a major proportion of it. Likewise it is important that the
learning approaches are authentic and enable students to grow and develop through a critical
reflection of their everyday practice or through specific action learning and other projects.
Courses, particularly those in the higher education sector, may have a range of competing
educational philosophies: adult education versus vocational education versus specifically targeted
enterprise-based training. While having similar roots, there are ideological and pedagogical
differences which need to be recognised and accommodated by those offering the programs. For
example, one of the most potent criticisms of earlier higher education programs were that they
drew too much from a school tradition and did not recognise the equivalent, but different,
approaches that prevail in vocational education and training.
Finally, it is difficult to obtain accurate and comprehensive data on the demographics of those who
undertake particular courses. What is more, we understand little of what motivates students to
undertake higher awards or other forms of professional development. Perhaps, more importantly,
we do not understand what the enablers and barriers to undertaking professional development of
all kinds are. This research is key to understanding the design and delivery issues confronting both
initial and subsequent teacher training and development.
42
Initial training for VET teachers: a portrait within a larger canvas
References
Australian TAFE Teacher, 2010, ‘Principles of new approaches to TAFE teacher education’, Australian TAFE
Teacher , vol.44, no.2, Australian Education Union, Melbourne.
Clayton, B 2009, Practitioner experiences and expectations with the Certificate IV in Training and Assessment
(TAA40104): a discussion of the issues, NCVER, Adelaide, viewed April 2010, <http://www.ncver.edu.au/
publications/2183.html>.
Clayton, B, Meyers, D, Bateman, A & Bluer, R 2010, Practitioner expectations and experiences with the Certificate IV
in Training and Assessment (TAA40104), NCVER, Adelaide.
Fleming, PW (chairman) 1978, The formal preparation of TAFE teachers in Australia: a report to the TAFE Council of
TEC by the Staff Development Advisory Committee, Tertiary Education Commission, Canberra.
Guthrie, H 2010a, A short history of initial VET teacher training, NCVER, Adelaide.
——2010b, Professional development in the VET workforce, NCVER, Adelaide.
Harris, R, Simons, M, Hill, D, Smith, E, Pearce, R, Blakely, J, Choy, S & Snewin, D 2001, The changing role of
staff development for teachers and trainers in vocational education and training, NCVER, Adelaide.
Mitchell, J & Associates 2010, Carrots, sticks, a mix or other options: a scoping report that considers the feasibility of
options for a systematic approach to capability development of trainers and assessors in the VET sector: final report to the
National Quality Council, TVET Australia, Melbourne.
Mitchell, J & Ward, J 2010, The JMA analytics model of VET capability development: a report on the national survey of
vocational education and training (VET) practitioner skills, conducted October–November 2009, Sydney, John
Mitchell and Associates.
NCVER (National Centre for Vocational Education Research) 2004, The vocational education and training
workforce: new roles and ways of working – at a glance, NCVER, Adelaide.
Productivity Commission 2010a, Vocational education and training workforce: issues paper, Productivity
Commission, Melbourne.
——2010b, Vocational education and training workforce: draft research report, Productivity Commission, Melbourne.
——2011, Vocational education and training workforce: research report, Productivity Commission, Melbourne.
Simons, M, Harris, R, Pudney, V & Clayton, B 2009, Careers in vocational education and training: what are they really
like?, NCVER, Adelaide.
Skills Australia 2010, Australian workforce futures: a national workforce development strategy, Commonwealth of
Australia, Canberra.
Wheelahan, L 2010, Literature review: the quality of teaching in VET, Australian College of Educators, Canberra.
Wheelahan, L & Curtin, E 2010, The quality of teaching in VET: overview, Australian College of Educators,
Canberra.
Wheelahan, L & Moodie, G 2010, The quality of teaching in VET: options paper, Australian College of Educators,
Canberra.
——2011 The quality of teaching in VET: final report and recommendations, Australian College of Educators,
Canberra.
NCVER
43
Appendix 1
Table A1 2008 Certificate IV in Training and Assessment: number of RTOs and course enrolments by
type and state
Type of RTO
TAFE
Number
of RTOs
State
Private RTO
Course
enrolments
1
441
New South Wales
11
3 726
Northern Territory
1
12
Australian Capital Territory
Queensland
Number
of RTOs
Course
enrolments
18
397
554
6
252
5 866
37
1 132
676
South Australia
1
2 489
18
Tasmania
1
1 020
7
117
19
8 030
27
674
Victoria
Community-based adult
education provider
Number
Course
of RTOs
enrolments
41
2 529
38
1 077
Western Australia
11
1 625
21
330
3
11
Total
57
23 751
134
3 578
82
3 617
Note:
Source:
44
TAFE = Technical and further education institute; Private RTO = privately operated registered training organisation.
NCVER data from 2008 AVETMISS data collection: RTO and enrolment files. Course enrolments defined by Course
Key, Client Key and RTO Key (and include commencing and continuing enrolments).
Initial training for VET teachers: a portrait within a larger canvas
Table A2 Key initial teacher training course enrolments and completions, 2006, 2007 & 2008
Commencing course
enrolments
Continuing course
enrolments
Course
completions
Course ID Course name
2006
2007
2008
2006
2007
2008
2006
2007
2008
TAA40104 Certificate IV in
Training &
Assessment
16 873
24 540
26 003
2 413
5 720
4 943
6 889
12 520
11 473
TAA50104 Diploma of Training
& Assessment
292
644
784
42
87
180
109
273
213
21697VIC
182
325
384
27
138
194
41
113
150
10
13
56
5
16
31
13
Diploma in/of
Vocational Education
& Training Practice
80842ACT Advanced Diploma
of Adult Vocational
Education
21205VIC
Graduate Certificate
in Vocational
Education & Training
21852VIC
Graduate Certificate
in Vocational
Education & Training
31
All key courses
1
5
18
24
91139NSW Graduate Diploma of
Adult & Vocational
Education
Source:
7
2
2
10
4
12
9
7
17 380
25 585
27 217
2 495
5 959
5 349
7 055
2
2
12 939
11 853
NCVER, 2006, 2007 2008 AVETMISS data collection: Client, Enrolment, and Awards files. Course enrolments
defined by Course Key, Client Key and RTO Key.
Table A3 Diploma of Training and Assessment: number of RTOs and course enrolments by type and
state, 2008
Type of RTO
TAFE
Number
of RTOs
State
Private RTO
Course
enrolments
Number
of RTOs
Course
enrolments
Community-based adult
education provider
Number
Course
of RTOs
enrolments
Australian Capital Territory
New South Wales
8
147
1
1
Queensland
2
102
4
109
South Australia
1
116
2
23
Tasmania
1
89
1
4
10
337
1
13
1
15
9
150
1
15
Northern Territory
Victoria
Western Australia
Total
Source:
NCVER
2
8
24
799
NCVER, data from 2008 AVETMISS data collection: RTO and Enrolment files. Course enrolments defined by Course
Key, Client Key and RTO Key (and include commencing and continuing enrolments).
45
Table A4 Commencing client profile all key initial teacher training courses, 2006–08
2006
2007
2008
% of total
2008
% of valid
total 2008
17 175
25 234
26 982
100.0
100.0
F
9 076
13 321
14 422
53.5
53.8
M
8 062
11 866
12 404
46.0
46.2
@
37
47
156
0.6
All commencing clients
Sex
17 175
Age
Less than 30 years
2 401
3 371
3 851
14.3
30–39 years
4 685
6 807
7 051
26.1
14.9
27.2
40–49 years
5 485
8 099
8 318
30.8
32.1
50–59 years
3 497
5 276
5 566
20.6
21.5
60 years and above
524
972
1 108
4.1
4.3
Unknown (0 years)
583
709
1 088
4.0
Average age
41.4
41.9
41.8
N
13 618
20 864
21 917
81.2
96.1
Y
466
651
882
3.3
3.9
3 091
3 719
4 183
15.5
Full-time employee
8 623
12 792
13 731
50.9
64.0
Part-time employee
Indigenous status
@
Labour force status
2 872
4 142
4 449
16.5
20.7
Employer
230
348
383
1.4
1.8
Self-employed: not employing others
787
1 148
1 091
4.0
5.1
0.4
Employed: unpaid worker in a family business
82
91
88
0.3
Unemployed: seeking full-time work
446
577
709
2.6
3.3
Unemployed: seeking part-time work
301
403
486
1.8
2.3
Not employed: not seeking employment
332
421
527
2.0
2.5
3 502
5 312
5 518
20.5
Y
630
858
887
3.3
3.8
N
13 374
20 642
22 443
83.2
96.2
@
3 171
3 734
3 652
13.5
Y
10 396
15 450
16 591
61.5
72.5
N
3 465
5 370
6 295
23.3
27.5
@
3 314
4 414
4 096
15.2
Not stated
Disability flag
Priored education
Priored education = Y
Priored education description
Certificate I
427
625
745
4.5
Certificate II
754
1 080
1 398
8.4
Certificate III
2 833
4 309
4 670
28.1
Certificate IV
2 868
4 192
4 635
27.9
Diploma level
2 448
3 650
4 003
24.1
Advanced diploma or associate degree level
1 040
1 526
1 699
10.2
Bachelor degree or higher degree level (defined
for AVETMISS use only)
4 083
6 249
6 828
41.2
Miscellaneous education
1 926
2 660
2 862
17.3
46
Initial training for VET teachers: a portrait within a larger canvas
2006
2007
2008
% of total
2008
Certificate I
67
109
108
Certificate II
195
266
355
2.1
Certificate III
1 527
2 252
2 330
14.0
Certificate IV
1 448
2 235
2 377
14.3
Diploma level
1 528
2 195
2 380
14.3
627
914
975
5.9
4 083
6 249
6 828
41.2
921
1 230
1 238
7.5
10 396
15 450
16 591
100.0
% of valid
total 2008
Priored education = Y
Highest priored education description
Advanced diploma or associate degree level
Bachelor degree or higher degree level (defined
for AVETMISS use only)
Miscellaneous education
Total
0.7
HSL description
Did not go to school
4
4
13
0.0
0.1
484
615
607
2.2
2.9
Completed Year 10
2 878
3 992
3 973
14.7
19.2
Completed Year 11
1 825
2 719
3 001
11.1
14.5
Completed Year 12
7 725
11 856
13 103
48.6
63.3
Not stated
4 259
6 048
6 285
23.3
Year 9 or below
At school
Y
38
49
97
0.4
0.4
N
13 763
20 754
22 894
84.8
99.6
@
3 374
4 431
3 991
14.8
Major cities
8 565
13 488
14 565
54.0
54.7
Inner regional
4 507
5 951
6 280
23.3
23.6
Outer regional
2 565
3 649
3 741
13.9
14.1
Remote
670
745
713
2.6
2.7
Very remote
393
520
582
2.2
2.2
Outside Australia
173
691
735
2.7
2.8
Unknown
302
190
366
1.4
ARIA region
Apprenticeship flag
Y
142
232
197
0.7
0.7
N
17 015
24 999
26 782
99.3
99.3
@
18
3
3
0.0
Source:
NCVER
NCVER, 2006, 2007 & 2008 AVETMISS data collection: Client and associated profile description files.
47
Table A5 Commencing client profile in selected courses, 2008
Cert IV in Training & Assessment
Diploma of Training & Assessment
Diploma in/of VET Practice
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
25 991
100.0
100.0
779
100.0
100.0
384
100.0
100.0
F
13 878
53.4
53.7
469
60.2
60.6
156
40.6
40.6
M
11 960
46.0
46.3
305
39.2
39.4
228
59.4
59.4
@
153
0.6
5
0.6
0
0.0
Less than 30 years
3 776
14.5
15.2
71
9.1
9.4
15
3.9
3.9
30–39 years
6 806
26.2
27.3
195
25.0
25.7
102
26.6
26.7
40–49 years
7 908
30.4
31.7
295
37.9
38.9
180
46.9
47.1
50–59 years
5 346
20.6
21.5
178
22.8
23.5
77
20.1
20.2
4.4
19
2.4
2.5
8
2.1
2.1
21
2.7
2
0.5
Total
Sex
Age
60 years and above
1 085
4.2
Unknown (0 years)
1 070
4.1
Average age
41.8
42.9
43.4
Indigenous status
N
21 067
81.1
96.1
643
82.5
97.9
355
92.4
99.4
Y
864
3.3
3.9
14
1.8
2.1
2
0.5
0.6
4 060
15.6
122
15.7
27
7.0
Full-time employee
13 167
50.7
63.8
396
50.8
64.8
254
66.1
70.4
Part-time employee
4 244
16.3
20.6
150
19.3
24.5
95
24.7
26.3
@
Labour force status
Employer
380
1.5
1.8
3
0.4
0.5
0
0.0
0.0
1 059
4.1
5.1
30
3.9
4.9
6
1.6
1.7
88
0.3
0.4
0
0.0
0.0
0
0.0
0.0
698
2.7
3.4
10
1.3
1.6
2
0.5
0.6
Unemployed: seeking part-time work
476
1.8
2.3
8
1.0
1.3
2
0.5
0.6
Not employed: not seeking employment
511
2.0
2.5
14
1.8
2.3
2
0.5
0.6
5 368
20.7
168
21.6
23
6.0
Self-employed: not employing others
Employed: unpaid worker in a family business
Unemployed: seeking full-time work
Not stated
Cert IV in Training & Assessment
Total
Diploma of Training & Assessment
Diploma in/of VET Practice
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
25 991
100.0
100.0
779
100.0
100.0
384
100.0
100.0
Disability flag
Y
862
3.3
3.8
20
2.6
3.1
8
2.1
2.1
N
21 603
83.1
96.2
634
81.4
96.9
374
97.4
97.9
@
3 526
13.6
125
16.0
2
0.5
15 836
60.9
72.1
540
69.3
76.3
339
88.3
89.2
N
6 141
23.6
27.9
168
21.6
23.7
41
10.7
10.8
@
4 014
15.4
71
9.1
4
1.0
Certificate I
707
4.5
36
6.7
12
3.5
Certificate II
1 330
8.4
54
10.0
29
8.6
Certificate III
4 422
27.9
178
33.0
125
36.9
Certificate IV
4 216
26.6
293
54.3
202
59.6
Diploma level
3 763
23.8
195
36.1
94
27.7
Advanced diploma or associate degree level
1 596
10.1
84
15.6
43
12.7
Bachelor degree or higher degree level (defined
for AVETMISS use only)
6 533
41.3
236
43.7
102
30.1
Miscellaneous education
2 735
17.3
89
16.5
55
16.2
Certificate I
108
0.7
1
0.2
0
0.0
Certificate II
350
2.2
4
0.7
1
0.3
Certificate III
2 279
14.4
32
5.9
25
7.4
Certificate IV
2 178
13.8
112
20.7
110
32.4
Diploma level
2 258
14.3
94
17.4
58
17.1
911
5.8
47
8.7
35
10.3
6 533
41.3
236
43.7
102
30.1
Priored education
Y
Priored education = Y
Priored education description
Priored education = Y
Highest priored education description
Advanced diploma or associate degree level
Bachelor degree or higher degree level (defined
for AVETMISS use only)
Miscellaneous education
Total
1 219
7.7
14
2.6
8
2.4
15 836
100.0
540
100.0
339
100.0
Cert IV in Training & Assessment
Total
Diploma of Training & Assessment
Diploma in/of VET Practice
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
2008
% of total
2008
% of valid
total 2008
25 991
100.0
100.0
779
100.0
100.0
384
100.0
100.0
Highest school level description
Did not go to school
13
0.1
0.1
0
0.0
0.0
0
0.0
0.0
590
2.3
3.0
9
1.2
1.5
10
2.6
2.8
3 825
14.7
19.2
104
13.4
17.7
67
17.4
19.1
Completed Year 11
2 837
10.9
14.3
102
13.1
17.3
88
22.9
25.1
Completed Year 12
12 623
48.6
63.5
373
47.9
63.4
186
48.4
53.0
6 103
23.5
191
24.5
33
8.6
Year 9 or below
Completed Year 10
Not stated
At school
Y
95
0.4
0.4
2
0.3
0.3
0
0.0
0.0
N
22 033
84.8
99.6
657
84.3
99.7
360
93.8
100.0
@
3 863
14.9
120
15.4
24
6.3
ARIA region
Major cities
14 005
53.9
54.6
419
53.8
54.2
215
56.0
56.3
Inner regional
6 010
23.1
23.4
173
22.2
22.4
143
37.2
37.4
Outer regional
3 632
14.0
14.2
99
12.7
12.8
24
6.3
6.3
Remote
704
2.7
2.7
10
1.3
1.3
0
0.0
0.0
Very remote
579
2.2
2.3
3
0.4
0.4
0
0.0
0.0
Outside Australia
700
2.7
2.7
69
8.9
8.9
0
0.0
0.0
Unknown
361
1.4
6
0.8
2
0.5
Y
196
0.8
0.8
2
0.3
0.3
0
0.0
0.0
N
25 792
99.2
99.2
777
99.7
99.7
384
100.0
100.0
@
3
0.0
0
0.0
0
0.0
Apprenticeship flag
Source:
NCVER, 2006, 2007 & 2008 AVETMISS data collection: Enrolment & Client and associated profile description file.
Table A6 Certificate IV Graduates Student Outcomes Survey data
Certificate IV in Training and
Assessment
Number of graduates
Destinations after training (of all graduates)
2007
2008
2009
2009
968
1 254
2 369
7 855
96.8
96.8
96.4
92.7
1
Employed or in further study after training (%)
Employment outcomes (of all graduates)
All
non-trade
certificate IV
courses
1
95.1
94.9
93.6
85.3
Full-time (%)
69.4
70.5
63.1
54.4
Part-time (%)
25.4
24.3
30.1
30.0
59 000
61 000
60 800
53 400
Professionals
57.5
55.8
54.7
26.2
Technicians and trades workers
10.8
Employed (%)
2
Average salary (of those employed full-time) ($)
3
Top 3 Occupations (of those employed after training) (%)
Clerical and administrative workers
9.8
Community and personal service workers
16.3
10.1
13.4
Managers
11.3
24.5
10.9
4
Top 3 Industries (of those employed after training) (%)
Education and training
39.8
39.6
40.4
15.5
Health care and social assistance
11.8
13.2
16.4
23.5
Public administration and safety
10.0
11.7
10.4
8.5
7.9
9.1
6.3
7.8
11.0
12.1
12.4
18.2
8.6
6.1
6.7
6.0
27.8
27.5
25.4
32.2
Bachelor or above
5.4
7.7
5.4
7.2
Diploma or advanced diploma
8.5
8.6
6.2
13.3
Certificate III–IV
6.4
4.4
7.7
6.8
Certificate I–II
1.4*
1.0*
1.3
0.9
Other
5.3
5.1*
4.5
3.7
Total
27.8
25.4
32.2
Further study outcomes (of all graduates)
Enrolled at (%)
University
TAFE
Other provider
Total
Enrolled in (%)
27.5
Satisfaction with training (of all graduates)
Satisfied with the training (%)
83.1
85.0
84.7
87.5
Received job-related benefits from the training (%)
67.3
69.9
69.2
70.0
Received personal benefits from the training
92.8
92.4
92.8
95.8
Achieved main reason for undertaking training (%)
88.8
88.8
87.7
85.4
Recommend the training to others (%)
92.3
90.7
91.2
93.6
Of those employed before training
96.7
96.6
96.5
92.7
59 500
61 200
61 000
54 300
Enrolled in further study (%)
27.4
27.8
24.8
29.5
Satisfied with the training (%)
83.2
84.5
84.4
87.1
Achieved main reason for undertaking training (%)
89.2
88.7
88.9
87.5
Employed after training (%)
Average salary of those employed full-time ($)
NCVER
51
Certificate IV in Training and
Assessment
All
non-trade
certificate IV
courses
2007
2008
2009
2009
61.4
62.6
45.5
42.2
Of those NOT employed before training
Employed after training (%)
39 300
37 400
50 000
33 900
Enrolled in further study (%)
33.6*
20.4*
34.4
46.7
Satisfied with the training (%)
80.0
93.7
87.9
89.5
Achieved main reason for undertaking training (%)
83.1
89.0
67.6
74.6
Average salary of those employed full-time ($)
Notes:
Source:
52
*
**
1
2
The estimate has a relative standard error greater than 25% and therefore should be used with caution.
NCVER does not report n estimates based on less than five respondents because the estimates are unreliable.
Destinations after training are as at 29 May 2009.
All salary estimates are based on the average salary for graduates employed full-time after study. Mean salary
has been determined by taking mid-point values as the question is answered in categories.
3 Most common occupation for graduates in the qualification and field of education named 6 months after training at
Major level. Occupation is defined by the Australian and New Zealand Classification of Occupations (ANZSCO
2006).
4 Most common industry for graduates I the qualification and field of education named six months after training.
NCVER, 2007, 2008 & 2009 Student Outcomes Survey: VET Graduate outcomes, salaries and jobs report.
Initial training for VET teachers: a portrait within a larger canvas
Table A7 Diploma graduates Student Outcome Survey data
Diploma of
Training and
Assessment
Diploma of
Vocational
Education
and Training
Practice
All non-trade
diploma
courses
2009
2009
2009
33
41
4 667
100.0
100.0
91.2
91.4
98.8
82.8
73.7
72.4
47.8
17.7*
24.5*
34.4
68 800
61 600
51 400
Professionals
51.3
68.1
15.1
Managers
38.0*
17.2*
Number of graduates
Destinations after training (of all graduates)
1
Employed or in further study after training (%)
Employment outcomes (of all graduates)
1
Employed (%)
Full-time (%)
Part-time (%)
2
Average salary (of those employed full-time) ($)
3
Top 3 Occupations (of those employed after training) (%)
Clerical and administrative workers
16.8
**
Technicians and trades workers
**
31.1
Community and personal service workers
4
Top 3 Industries (of those employed after training) (%)
Education and training
79.3
Arts and recreation services
**
Other services
**
88.5
Professional, scientific and technical services
**
Accommodation and food services
**
9.1
Health care and social assistance
26.8
Retail trade
11.3
Further study outcomes (of all graduates)
Enrolled at (%)
University
TAFE
Other provider
Total
17.0*
**
**
35.9*
**
15.8
34.9
13.1
0.0
4.7
43.5
33.8
**
15.8
Enrolled in (%)
Bachelor or above
17.8*
32.3*
9.8
Diploma or advanced diploma
**
Certificate III–IV
**
**
4.6
Certificate I–II
**
0.0
0.6
**
2.9
35.9*
43.5
33.8
Satisfied with the training (%)
85.8
82.3
87.6
Received job-related benefits from the training (%)
63.2
94.2
71.6
Received personal benefits from the training
97.6
94.4
97.7
Achieved main reason for undertaking training (%)
81.4
100.0
81.7
Recommend the training to others (%)
88.6
92.3
92.3
Other
Total
**
Satisfaction with training (of all graduates)
NCVER
53
Diploma of
Training and
Assessment
Diploma of
Vocational
Education
and Training
Practice
All non-trade
diploma
courses
2009
2009
2009
Of those employed before training
Employed after training (%)
Average salary of those employed full-time ($)
95.4
98.7
90.5
68 800
61 500
52 000
43.0
31.6
Enrolled in further study (%)
33.9*
Satisfied with the training (%)
87.4
81.7
87.5
Achieved main reason for undertaking training (%)
82.6
100.0
84.5
Of those NOT employed before training
N/A
47.3
N/A
N/A
40 700
Enrolled in further study (%)
**
N/A
44.0
Satisfied with the training (%)
**
N/A
88.4
Achieved main reason for undertaking training (%)
**
N/A
69.9
Employed after training (%)
Average salary of those employed full-time ($)
Notes:
Source:
54
0.0
*
**
1
2
The estimate has a relative standard error greater than 25% and therefore should be used with caution.
NCVER does not report n estimates based on less than 5 respondents because the estimates are unreliable.
Destinations after training are as at 29 May 2009.
All salary estimates are based on the average salary for graduates employed full-time after study. Mean salary
has been determined by taking mid-point values as the question is answered in categories.
3 Most common occupation for graduates in the qualification and field of education named 6 months after training at
Major level. Occupation is defined by the Australian and New Zealand Classification of Occupations (ANZSCO
2006).
4 Most common industry for graduates I the qualification and field of education named 6 months after training.
NCVER, 2007, 2008 & 2009 Student Outcomes Survey: VET Graduate outcomes, salaries and jobs report.
Initial training for VET teachers: a portrait within a larger canvas
Table A8 ‘Key’ higher education students and completions by state and provider, 2006, 2007 & 2008
State, Institution, Course code, Course name, Field of education, Special course indicator
New South Charles Sturt
Wales
University
2301TD01
3113TE01
3313TE01
3413TE01
3413VE01
3613TE01
Southern
Cross
University
University of
New England
University of
Technology,
Sydney
Sub-total
1001720
1001730
1101070
1201630
Sub-total
BEDADE1
BEDAED2
BTD1
BTD2
GCAE2
GCAET1
GDAE012
GDAE022
GDAET1
Sub-total
C06068
C06095
C10194
C10196
C10233
C10234
C11163
Sub-total
Commencing
students
All students
Award course
completions
2006
2007
2008
2006
2007
2008
2006
2007
2008
Graduate Certificate in Training & Development
Associate Degree in Vocational Education and Training
Graduate Certificate of Education(Vocational Education &
Training)
Bachelor of Vocational Education and Training
Bachelor of Education (Vocational Education)
Graduate Diploma of Education (Vocational Education and
Training)
Graduate Diploma of Education (Vocational Education and
Training)
80303
70109
70109
0
22
0
4
31
0
2
20
0
3
15
0
8
46
1
5
53
0
6
32
0
3
8
2
2
25
1
2
14
0
70109
70199
70109
22
22
22
75
0
49
99
0
0
87
0
0
192
1
97
220
1
0
204
1
0
42
0
39
51
0
0
43
1
0
70109
22
0
65
54
0
109
106
0
41
50
Graduate Certificate of Training and Development
Graduate Certificate of Vocational Education and Training
Graduate Diploma of Vocational Education and Training
Master of Vocational Education and Training
79999
70109
70109
70109
79900
0
0
0
0
0
Bachelor of Education (Adult Education and Training)
Bachelor of Education (Adult Education)
Bachelor of Training and Development
Bachelor of Training and Development
Graduate Certificate in Adult Education
Graduate Certificate in Adult Education and Training
Graduate Diploma in Adult Education
Graduate Diploma in Adult Education
Graduate Diploma in Adult Education and Training
79900
79900
79999
79999
79900
79900
79900
79900
79900
0
0
0
0
0
0
0
0
0
Graduate Diploma in Vocational and Workplace Learning
Graduate Diploma in Vocational and Workplace Learning
Bachelor of Education in Adult Education
Bachelor of Education in Adult Education Bachelor of A
70109
70109
70199
070199/
090300
070199/
090300
70199
070199/
090300
70199
70199
22
22
22
22
159
0
2
4
0
2
8
0
1
0
44
23
0
6
10
0
84
47
0
134
0
186
0
3
10
0
2
15
0
3
0
59
18
0
5
14
0
99
0
23
0
0
159
0
2
21
3
0
26
0
0
0
60
0
0
0
0
0
60
0
26
0
0
345
0
2
10
0
6
18
6
2
0
85
33
0
7
13
6
152
84
0
358
0
388
0
3
14
0
4
21
2
4
0
111
31
2
5
18
1
174
29
23
244
0
349
0
5
32
4
0
41
1
1
0
128
11
1
0
11
1
154
10
39
123
3
94
0
0
4
0
2
6
2
1
0
19
11
0
8
2
6
49
38
0
80
0
120
1
2
4
0
2
9
0
0
1
30
11
2
4
1
0
49
44
0
41
0
110
0
3
8
2
0
13
0
1
0
35
10
2
0
4
0
52
13
28
122
0
22
3
0
0
4
4
0
0
0
0
22
22
0
0
100
0
127
2
0
0
113
0
226
2
0
0
0
0
30
0
0
0
0
4
188
0
0
123
0
0
155
0
11
457
0
4
417
0
0
403
0
14
132
0
4
89
1
0
194
Bachelor of Education in Adult Education Bachelor of Arts
in Internation
Bachelor of Education in Adult Education
Bachelor of Education in Adult Education Bachelor of A
Graduate Certificate in Vocational and Workplace Learn
Graduate Certificate in Vocational and Workplace Learning
State, Institution, Course code, Course name, Field of education, Special course indicator
University of
Western
Sydney
University of
Wollongong
Victoria
Queensland
0A1011
2211X1
45561
45562
45851
45861
Sub-total
1151
1152
659
677
679
D1151
D1152
DE677
DE679
Sub-total
Sub-total NSW
La Trobe
HGVET2
University
HGVET5
RCITEW2
RGITE7
RGVET3
RGVETM5
RGVETP5
RGVETW5
Sub-total
Monash
22962
University
Sub-total
The University 633CC
of Melbourne
Sub-total
Sub-total Victoria
Central
CA47
Queensland
CU31
University
Sub-total
Griffith
1065
University
1072
3034
4038
Commencing
students
Graduate Diploma in Adult Education (VET)
Bachelor of Adult Education
Bachelor of Adult Education
Bachelor of Adult Education
Graduate Diploma in Adult Education (VET)
Graduate Certificate in Adult Education (VET)
70109
70111
70111
70111
70109
70109
22
22
22
22
22
22
Graduate Certificate in Adult Education
Graduate Certificate in Vocational Education and Training
Graduate Diploma in Adult Education and Training
Graduate Diploma in Adult Education
Graduate Diploma in Vocational Education and Training
Graduate Certificate in Adult Education
Graduate Certificate in Vocational Education and Training
Graduate Diploma in Adult Education
Graduate Diploma in Vocational Education and Training
70109
70109
70199
70109
70109
70109
70109
70109
70109
0
0
22
22
22
0
0
22
22
Graduate Diploma in Vocational Education and Training
Graduate Diploma in Vocational Education and Training
Graduate Certificate in Industry, Training and Education
Graduate Diploma in Industry Training and Education
Graduate Diploma in Vocational Education and Training
Graduate Diploma in Vocational Education and Training
Graduate Diploma in Vocational Education and Training
Graduate Diploma in Vocational Education and Training
70109
70109
70199
70199
70109
70109
70109
70109
0
0
0
0
0
0
0
0
Bachelor of Adult Learning and Development
79999
0
G.Dip. Training & Development CC
70199
0
GD Voc Education & Training
B Vocational Ed & Training
70109
70109
22
22
Bachelor of Adult and Vocational Education
Bachelor of Training
Graduate Certificate in Training and Development
Graduate Diploma of Adult and Vocational Education
70109
70109
70109
70109
22
22
0
0
All students
Award course
completions
2006
2007
2008
2006
2007
2008
2006
2007
2008
0
0
58
0
17
0
75
1
1
0
5
1
3
0
3
1
15
529
0
3
0
9
2
0
0
16
30
24
24
10
10
64
0
0
0
35
6
8
15
0
0
0
38
7
0
45
4
1
0
1
3
1
1
1
0
12
480
0
11
0
4
3
0
0
26
44
22
22
10
10
76
0
0
0
30
14
7
11
0
0
0
36
12
0
48
2
1
0
3
1
5
1
5
0
18
466
0
4
0
0
5
0
0
28
37
17
17
0
0
54
0
0
0
25
23
9
5
0
12
143
0
23
0
178
1
1
4
5
2
4
0
3
2
22
1172
0
6
1
9
2
2
1
26
47
58
58
24
24
129
1
2
3
159
13
13
31
0
5
93
40
17
0
155
4
2
1
6
4
3
1
3
2
26
1181
0
12
0
5
3
0
0
32
52
51
51
19
19
122
0
0
0
147
23
13
30
0
2
36
71
23
0
132
3
2
0
7
4
7
1
7
0
31
1110
0
7
0
1
6
0
1
43
58
38
38
8
8
104
0
0
0
104
43
12
16
1
7
26
0
7
2
43
0
0
0
0
0
1
0
0
0
1
325
0
4
0
4
1
2
0
19
30
24
24
14
14
68
1
7
8
22
3
5
4
1
2
46
0
4
1
54
2
1
1
1
0
0
0
0
1
6
327
0
10
0
3
1
2
1
14
31
23
23
10
10
64
0
2
2
41
1
12
6
0
1
22
15
9
0
47
2
1
0
1
2
0
0
2
0
8
424
1
2
0
1
2
0
0
20
26
12
12
8
8
46
0
1
1
17
5
7
6
State, Institution, Course code, Course name, Field of education, Special course indicator
4148
8002
Queensland
University of
Technology
University of
Southern
Queensland
Sub-total
ED84
Sub-total
ADFT
BEFT
BFET
GDFT
Western
Australia
Sub-total
University of
ED504
the Sunshine
Sub-total
Coast
Sub-total Queensland
Curtin
161610
University of
161806
Technology
Edith Cowan
University
162221
305900
Sub-total
2941
3041
7031
Murdoch
University
University of
Notre Dame
Australia
Sub-total
C10252
G10255
Sub-total
3250
4066
Sub-total
Sub-total Western Australia
Commencing
students
Graduate Diploma of Adult and Vocational Education
Associate Diploma of Vocational Instruction
70109
70109
0
0
22
Bachelor of Adult Education and Training
Bachelor of Adult and Community Learning
79999
79999
0
0
ADegFurtherEducTraining
Associate Degree in Further Education and Training
BEduc(FurtherEducAndTraining)
Bachelor of Education (Further Education and Training)
BFurtherEducAndTraining
Bachelor of Further Education and Training
GDFurtherEducTraining
Graduate Diploma in Further Education and Training
70109
70109
70109
70109
70109
70109
70109
70109
0
0
22
22
0
0
0
0
Graduate Certificate in Vocational Education and Training
70109
0
Bachelor of Arts (Training and Development)
Graduate Diploma in Education (Training and
Development)
Associate Degree in Training and Development
Graduate Certificate in Training and Development
70109
70109
0
0
70109
70303
0
0
Bachelor of Arts (Training and Development)
70109
Associate Degree of Arts (Training and Development)
Graduate Diploma of Education (Training and Developmen
Graduate Diploma of Education (Training and
Development)
70109
70109
70109
0
22
0
0
0
Graduate Certificate in Tertiary and Adult Education
Graduate Diploma in Education - Tertiary and Adult
70111
70111
22
0
Bachelor of Vocational Education
Graduate Diploma in Vocational Education
Graduate Diploma of Vocational Education
70199
79999
79999
22
0
0
All students
Award course
completions
2006
2007
2008
2006
2007
2008
2006
2007
2008
0
0
0
64
0
34
34
0
6
0
9
0
34
0
20
69
15
15
0
0
0
62
27
0
27
0
6
0
8
0
19
0
14
47
9
9
7
0
0
69
11
0
11
0
0
11
0
11
0
9
0
31
14
14
0
0
0
216
0
52
52
0
23
0
87
0
91
0
45
246
15
15
0
0
0
213
63
0
63
0
23
0
61
0
82
0
39
205
10
10
7
0
0
182
48
0
48
15
0
39
0
73
0
38
0
165
14
14
0
0
2
36
0
5
5
0
6
0
15
0
11
0
9
41
6
6
0
1
0
61
7
0
7
0
2
0
12
0
18
0
7
39
5
5
2
1
0
38
15
0
15
2
0
12
0
19
0
15
0
48
4
4
182
9
11
145
2
4
125
5
3
532
38
24
491
26
16
409
18
10
96
5
6
114
7
6
106
6
3
0
6
26
30
0
0
0
9
0
3
9
0
12
0
0
7
0
8
16
0
20
0
7
0
0
13
75
91
0
1
0
19
0
4
46
0
66
0
0
20
0
9
37
0
69
0
13
0
0
7
18
19
0
2
0
5
1
4
18
0
10
0
0
9
0
1
10
0
20
0
6
0
39
8
30
38
2
0
2
4
107
19
2
18
20
0
0
0
0
48
27
2
14
16
0
0
0
0
59
111
9
57
66
10
0
6
16
268
86
2
48
50
5
0
3
8
190
82
3
42
45
3
0
0
3
167
26
5
16
21
0
0
3
3
68
19
4
19
23
0
0
1
1
61
26
4
11
15
0
2
0
2
53
State, Institution, Course code, Course name, Field of education, Special course indicator
South
Australia
University of
South
Australia
Tasmania
Northern
Territory
ADED-LBIN
ADULTMBEU
AVL06LCAV
LBAV
LGVW
LTAV
UBAV
Sub-total
Sub-total South Australia
University of
E3G
Tasmania
E3K
Sub-total
Sub-total Tasmania
Batchelor
AAE3
Institute of
BAE3
Indigenous
DAE3
Tertiary
GCAE4
Education
GDAE4
Sub-total
Charles
ADVAE13
Darwin
BVAE213
University
Sub-total
Sub-total Northern Territory
All students
Award course
completions
2006
2007
2008
2006
2007
2008
2006
2007
2008
BEducation(Inservice) (Educ and Train of Adults)
BEdSpecialisation (Adult)
70109
70109
0
22
8
0
24
0
0
0
52
1
46
0
23
0
24
1
13
0
14
0
GCAdult,Voc,WorkplaceLearn(Sp) (Adult and Vocational
Learning)
GCEducation(Specialisation) (Adult and Vocational
Learning)
BEd(Adult,Voc,WkplaceLearning)
GDEd(Adult,VocWplaceLearn)
ADegAdult,VocationalEduc
BAdultandVocationalEducation
70109
0
0
0
0
2
0
0
2
0
0
70109
0
0
0
0
0
1
1
0
3
4
70109
70109
70109
70109
22
0
0
22
Bachelor of Adult and Vocational Education (E3G)
Bachelor of Adult and Vocational Education (E3K)
70109
70109
0
0
Advanced Diploma of Adult Education (ALBE)
Bachelor of Adult Education (ALBE)
Diploma of Adult Education & Training (ALBE)
Graduate Certificate of Adult Education (ALBE)
Graduate Diploma of Adult Education (ALBE)
79900
79900
79900
79900
79900
0
0
0
0
0
Advanced Diploma of Vocational and Adult Education
Bachelor of Vocational and Adult Education
70109
70109
0
0
17
0
0
0
25
25
0
25
25
25
0
1
0
0
0
1
0
0
0
1
933
6
0
0
0
30
30
0
25
25
25
0
0
0
0
0
0
0
0
0
0
804
9
15
0
0
24
24
0
25
25
25
0
0
0
0
0
0
0
0
0
0
753
135
0
0
0
190
190
19
64
83
83
0
4
0
0
1
5
0
5
5
10
2384
96
0
0
0
143
143
3
67
70
70
0
0
0
0
0
0
0
2
2
2
2199
83
19
0
0
126
126
0
67
67
67
0
0
0
0
0
0
0
1
1
1
1984
3
0
4
14
48
48
9
13
22
22
1
0
0
0
0
1
1
2
3
4
631
0
0
4
18
38
38
2
13
15
15
0
0
2
2
1
5
0
2
2
7
626
2
3
1
13
37
37
0
12
12
12
0
0
0
0
0
0
0
1
1
1
679
Total
Source:
Commencing
students
DEEWR, 2006, 2007 and 2008 Higher Education Statistics Collection.
Table A9 ‘Key’ higher education courses learner profile, 2008
Commencing
students
Total
Gender
Indigenous status
Number
% of total
Number
% of total
100.0
1984
100.0
679
100.0
47.5
875
44.1
304
44.8
Females
395
52.5
1109
55.9
375
55.2
Total
753
100.0
1984
100.0
679
100.0
28
3.7
85
4.3
25
3.7
719
95.5
1886
95.1
650
95.7
Indigenous
Age <30
6
0.8
13
0.7
4
0.6
753
100.0
1984
100.0
679
100.0
86
11.4
236
11.9
65
9.6
Age 30–39
249
33.1
636
32.1
193
28.4
Age 40-49
311
41.3
790
39.8
286
42.1
Age 50–59
92
12.2
290
14.6
122
18.0
Age 60+
15
2.0
32
1.6
13
1.9
Total
753
100.0
1984
100.0
679
100.0
Internal
327
43.4
769
38.8
323
47.6
External
413
54.8
1136
57.3
308
45.4
Multi-modal
Highest prior qualifications
% of total
358
Total
Type of attendance
Number
753
No information
Mode of attendance
Award course
completions
Males
Non-indigenous
Age
All students
13
1.7
79
4.0
48
7.1
Total
753
100.0
1984
100.0
679
100.0
Full-time
252
33.5
556
28.0
274
40.4
Part-time
501
66.5
1428
72.0
405
59.6
Total
753
100.0
1984
100.0
679
100.0
6
0.8
34
4.5
n/a
n/a
n/a
n/a
Overseas student
Not commencing students
Completed postgraduate course
74
9.8
150
19.9
Completed sub-degree course
60
8.0
Incomplete higher education course
60
8.0
Completed bachelor course
Completed TAFE award course
4
0.5
Completed secondary education
27
3.6
Other qualification, complete or incomplete
24
3.2
No prior educational attainment
66
8.8
Commencing
students
A complete VET award course
An incomplete VET award course
Regional classification
Number
% of total
242
32.1
Award course
completions
Number
% of total
6
0.8
Total
753
100.0
ASGC=0 Major cities (ARIA <=0.2)
457
60.7
1286
64.8
ASGC=1 Inner regional (ARIA 0.2<-2.4)
204
27.1
461
23.2
52
6.9
149
7.5
ASGC=3 Remote (ARIA 5.92<-10.53)
5
0.7
21
1.1
ASGC=4 Very remote (ARIA > 10.53)
1
0.1
9
0.5
ASGC=5 Migratory (Off-shore, shipping and migratory collection districts)
0
0.0
0
0.0
ASGC=2 Outer regional (ARIA 2.4<-5.92)
No regional classification, postcode not on ASGC postcode file
No regional classification, domestic student with overseas address
No regional classification, overseas student
Total
Source:
All students
Department of Education, Employment and Workplace Relations, 2008 Higher Education Statistics Collection.
.
22
.
2.9
.
41
.
2.1
11
1.5
17
0.9
753
100.0
1984
100.0
Number
% of total
n/a
n/a
National Centre for Vocational Education Research Ltd
Level 11, 33 King William Street, Adelaide, South Australia
PO Box 8288, Station Arcade, SA 5000 Australia
Telephone +61 8 8230 8400 Facsimile +61 8 8212 3436
Website www.ncver.edu.au Email ncver@ncver.edu.au